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in Higher Education in Europe

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Main Report

This survey was requested by the European Commission, Directorate-General for Enterprise and Industry. The document does not represent the point of view of the European Commission. The interpretations and opinions contained in it are solely those of the authors.

provide the answers and attempt to give an overview of entrepreneurship education in Europe. However. the good practices. The objective of this report was to fill this knowledge gap at the higher educational level and provide recommendations for the future development of entrepreneurial education. Summing up. The report focuses only on the higher education level. it has until now been unclear whether this commitment has resulted in making entrepreneurship a widespread subject in higher-education systems. first. The background on which this survey was launched has been the lack of data and the lack of knowledge about. as no clear statistical picture of entrepreneurship in higher-education institutions across European counties existed. the few available studies suggest that entrepreneurial activity at European universities is significantly lacking behind when compared with the United States and Canada. this study has mapped the extent to which entrepreneurship education is integrated in the HEIs as well as shown examples of how this is done. and secondly about what the HEIs which do teach entrepreneurship actually do. Furthermore. In most European countries today there is a policy commitment to promote entrepreneurship. national governments and universities) can overcome the identified obstacles
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In order to meet the above mentioned objectives. the scope of entrepreneurship education in European HEIs. This has been achieved by conducting a general survey as well as a specific survey. the study has had three concrete objectives:
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To provide factual information on the state of play of the teaching of entrepreneurship in European higher-education institutions To give good examples of entrepreneurship education as an inspiration for other institutions and interested parties To provide policy recommendations for how the various players (EU Commission.EXECUTIVE SUMMARY
The focus on entrepreneurship education is fuelled by the understanding that the EU today is not fully exploiting its entrepreneurial potential and that enhancing this will help the member states and Europe as a whole in transforming its economy and building its future economic and competitive strength. The general survey attempted to answer the question of
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. problems and obstacles for widespread and effective entrepreneurship teaching.

fostering the right mindset among students as well as providing them with relevant entrepreneurial skills. but has also encompassed multidisciplinary technical. which for their part have acted as a starting point for many of the recommendations that this survey puts forward. Throughout the survey a broad definition of entrepreneurship and entrepreneurship education has been applied. i.e. medical. This has been done by imposing an “entrepreneurship-education threshold”. The survey has included all institutions that offer education on a bachelor level or above. job creation. The focus has subsequently been on creating and stimulating entrepreneurial mindsets. or copy. art and design. Liechtenstein. which conduct entrepreneurship over the threshold1 established by the consortium. Therefore. Furthermore. as well as a comprehensive overview of the obstacles and success factors for entrepreneurship education in HEIs. general economic or business courses that do not include this specific element have not been considered as “entrepreneurship education” and have thus been excluded from the survey.
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The threshold is explained in Chapter 3. The study has looked not only at business schools or universities with economic departments.
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. In analysing the data in the report all answers have been broken down to show differences and variations and special attention has been given to how time impacts on the development of entrepreneurship education. FORA – an independent research and analysis division under the Danish Ministry for Economic and Business Affairs in Denmark – and Econ Pöyry. Norway. and the specific survey provides a deeper insight into what those higher-education institutions. This has been the definition used to ensure that the institutions in the main sample were comparable. Norway and Turkey. The survey has been carried out by a Scandinavian consortium consisting of three partners. Iceland. ensuring that the institutions included in the specific part of the survey have at least one course where the subject of entrepreneurship account for at least 25 percent of the course curriculum. innovation and wealth generation. NIRAS Consultants. 46 case interviews have added a depth to the survey and provided a large number of ideas for other to get inspired by. including the 27 EU member states. the willingness and capacity to turn ideas into practice. actually do. Moreover. entrepreneurial skills and attitudes also provide benefits to society beyond their application to business activity. in an educational field with great variations across the 31 countries included in the survey. The survey covers in total 31 countries. This will in time have a positive impact on future economic growth. The underlying assumption in the survey and in how the consortium understands entrepreneurship education is that it has the potential to encourage entrepreneurship. Denmark. supported by the necessary skills.how many institutions actually teach entrepreneurship. natural science and humanities departments to illustrate a variety of methods and approaches to entrepreneurship education.

5 percent. after the incomplete answers were excluded. 664 institutions have responded to the invitation. attitudes and skills among young people. Of the 2. Such information can serve as valuable inspiration for other institutions seeking to improve their performance as entrepreneurial institutions. taking into consideration that 1) the invitation was sent to a very broad spectrum of institutions. Their answers are what the consortium use to conclude on the nature of entrepreneurship education in Europe. The Scope of entrepreneurship in higher education in Europe The results of the analysis show that the scope of entrepreneurial education is worrisome. and 4) that the questionnaire was rather long. In the specific survey answers from just under 200 HEIs have been included. In contrast. if it was to be completed fully. and where there is an interesting interplay between the two. so the results must be treated with some caution.
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. the survey has not explicitly involved training for adults. European students are more likely to obtain access to entrepreneurial education if they attend either a business school or a multidisciplinary institution with a business school department. The consortium identified and invited 2. meaning the institutions get a lot of questionnaires. As expected. This implies that five million of the approximately 21 million students in Europe are currently engaged in entrepreneurship education. 3) that the point of entry was the president/rector. However. Based on the survey results it is estimated that more than half of Europe’s students at the higher educational level do not even have access to entrepreneurial education. although there are some institutions where the activities for these target groups are not easily separated from activities for young people. which the consortium consider as satisfying. the response rate is 24. and not easily filled in. The two groups have then been compared to each other to highlight where the front-runner institutions separate themselves from the lagging institutions when it comes to the framework conditions.899 HEIs invited. By benchmarking the institutions on their framework conditions the study identified the top ten and bottom ten institutions. company executives or entrepreneurs. In the institutions engaged in entrepreneurial education the survey shows that around half of the students were engaged in some kind of entrepreneurial educational activity.or extra-curricular activities that can stimulate their entrepreneurial spirit. Thus.899 higher-education institutions in total to participate in the survey. the study has dedicated special attention to the teaching of entrepreneurship within technical and scientific fields of study and has attempted to pay special attention to entrepreneurship activities and programmes in higher education that aim to foster entrepreneurial mindsets. This means that about 11 million students have no opportunity to engage in in. 2) there are many evaluation and monitoring activities going on around Europe. As a consequence of this. considering that the net response rate of the online survey. the study indicates that particularly specialised HEIs (except specialised institutions within the technical area) are lagging behind when it comes to entrepreneurial education. A benchmark analysis was furthermore performed on the data in the specific survey. is around 17 percent.Where relevant.

incubators etc. Around half of the institutions participating in the specific survey have various structures (such as entrepreneurial centres. i.) in place in order to support the entrepreneurial education. However. much initiative to implement entrepreneurial education has often been taken by dedicated individuals who want to teach entrepreneurship. Nevertheless. but the results show that bachelor students have access to a larger number of entrepreneurial
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. it is here that one of the greatest differences between the front-runner institutions and the lagging institutions is found. The benchmark analysis shows that the strategy dimension is crucial when engaging in entrepreneurial education. Effective and sustainable entrepreneurial education can be facilitated by supportive institutional infrastructures at the institution. and the conclusions and recommendations also takes their point of departure in the six dimensions: Strategy. students in the EU15 have better access to entrepreneurial education than students in the EU>15. in order to succeed in fully implementing entrepreneurial education throughout the entire institution. the rest of the report focuses on the nature of entrepreneurial education in these European HEIs. Teaching and Learning. In particular. The nature of entrepreneurship education in Europe Having identified institutions engaged in entrepreneurial education.The survey also points to a difference in access to entrepreneurial education according to the students’ country of residence.
The benchmark analysis also highlights the presence of cross-discipline structures as conducive to entrepreneurial education.. countries that have recently joined the EU. either because they see a need. In some institutions it is offered at all levels of study. both in terms of value for their institution and for society as a whole. In general. departments. the study – particularly through the case studies – suggests that neither the top-down approach nor the bottom-up approach can stand alone. Creating an entrepreneurial institution demands a joint effort from the top-management. Development and Resources. In the study there are also many good examples of how such a bottomup approach can bring about institutional change. Institutional Infrastructure. Compared to the other dimensions of entrepreneurial education included in the framework model. have a personal interest or have been inspired by other teachers or institutions. the study has made it apparent that the acknowledgement among the top management at the HEIs of the importance of teaching entrepreneurship.
The study shows that the extent to which entrepreneurship is being taught at the HEIs in Europe varies. as well as academic and other staff.e. can be a key driver of entrepreneurial education. Outreach. On an overall level the study shows that institutional infrastructures seem to be emerging at the European HEIs that are engaged in entrepreneurial education. A dedicated top management has the authority to ensure a quick implementation of the changes needed to become an entrepreneurial institution.

and many of the respondents in the in-depth interviews pointed out the importance of recognition and identification with the cases as well as the need for development of national and local case studies that can be used in entrepreneurial education. there should still be plenty of room for more co-operation and exchanging experience and methodology between HEIs. The argument was that it is more important to embed the entrepreneurial vision in all courses to get in touch with all students instead of just students that probably already have a positive notion of entrepreneurship because they have actively chosen an entrepreneurial degree. students. In general. the benchmark analysis shows that the key differences between the top ten and the bottom ten institutions are in entrepreneurial degrees and entrepreneurial curriculum development. but most of the HEIs often use case studies too. a ”learning by doing” subject. students in their research activities (particularly in the technical disciplines) can take advantage of an entrepreneurial mindset as well as skills. The presence of entrepreneurial degrees may bear witness to the institutions’ engagement in entrepreneurial education. Both the survey and the in-depth interviews conducted in this study show that teaching methods in use vary considerably among HEIs. but during the interviews with good-practice institutions it was voiced that offering degrees in entrepreneurship was not necessarily better than offering no degrees. students have access to the fewest courses on entrepreneurship. courses at Ph. Nevertheless.D. In the development of the entrepreneurial curriculum the study indicates that there seems to be much room for improvement by learning from other institutions. Ph. The in-depth interviews with good-practice institutions highlighted that many experimental and innovative teaching methods are applied in entrepreneurial education. level are also important as Ph. Many HEIs also include various kinds of business simulation in the curriculum. entrepreneurial teaching is often based on cases. The survey seems to second this notion as almost all the respondents in the survey have in-house development of entrepreneurial curriculum and/or teaching methods. In some of the interviews it was stated that within the field of entrepreneurial education the “not-invented-here” syndrome is present. the results indicate that entrepreneurial degrees constitute an important tool for the entrepreneurial institution. Only around half of the institutions in the survey import entrepreneurial education from other institutions. Therefore. Other widespread teaching methods are project work and the use of guest lecturers. All of these teaching methods are described in appendix B in this report. and even fewer have formalised exchange of good practice. Moreover. Therefore. Entrepreneurship is.D. meaning that the practical aspect of learning from what others have done before is crucial. to a large extent.
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. The most common teaching method in entrepreneurship is lecturing.D.courses compared to both master’s students and Ph. However. Institutions should therefore focus their attention on more than the early study levels in entrepreneurial education.D.

which
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. this is not done by all to the same degree. the study reveals that few institutions offer their entrepreneurial teaching staff the training opportunities to enhance their skills. since entrepreneurship to a large degree is a practical. The networks that the institutions build with their stakeholders – regional or national government. However. With regards to HR management and development the benchmark study shows this to be an area that both the top and bottom institutions struggle with. the issues covered under the Development dimension are some of the areas in which there is room for improvement. But the tendency is clear: teaching entrepreneurship is not seen as an activity that is designed to take place in the confinement of academia. – vary slightly among the institutions. However. And even fewer institutions require the teaching staff to engage in training prior to teaching entrepreneurship. and one that shows that entrepreneurial education is still in its infancy in many of the institutions. The teaching methods deemed effective in entrepreneurial education are often different from the methods traditionally used in academia. One of the major differences and areas for improvement is related to the experience of entrepreneurial teachers. strategic effort on the part of the HEI or national government. of course. hands-on subject. and thereby. the teaching of it will likely be improved if the teachers have their own practical entrepreneurial experience that they can take advantage of. many students are being taught by teachers that have a theoretical knowledge about entrepreneurship. private companies. It does not seem to be very widespread that staff teaching entrepreneurship have personal experience with entrepreneurship. but when it comes to developing these links into collaboration where the stakeholders make an actual contribution to entrepreneurial education. the study shows that the institutions are well aware of the importance of outreach to be entrepreneurial. on how well entrepreneurship can be spread in an institution. but lack the practical knowledge. There are slight differences in the extent to which the network is used: some institutions might have developed links to their stakeholders. but there is still a considerable difference in the way that it is done. staff teaching entrepreneurship may need training to embrace this new pedagogy. For almost all of the institutions in the survey the use of entrepreneurs and/or former students as teachers or as good examples in entrepreneurial education is one of the ways in which the institution ensures that the entrepreneurial teaching is relevant and linked to the outside community. This has an impact on the number of academics involved in entrepreneurial education. consultancy service providers etc. Another important issue emphasised in the survey as well as in the interviews is the teachers’ skills in relation to the actual entrepreneurial teaching pedagogy. The study shows that entrepreneurial education is still immature in the sense that it is often person driven and depends upon the efforts of individuals rather than a collective. Therefore. The alumni element seems to be a natural starting point for the institutions.On an overall note. agencies. Consequently. In general. A majority of HEIs still have less than 20 academics involved in entrepreneurship education. and over two thirds of the HEIs responded that they use their alumni as good examples and bring them into the entrepreneurial teaching to some extent.

the expectation going into this study was that business schools would be more involved in entrepreneurial education compared to other types of institutions. Finally. we have heard that the more long-term the funding. while only one of the bottom ten institutions does so. The survey shows that 75 percent of the HEIs in the specific survey engage in entrepreneurship related activities that generate income. the more sustainable the entrepreneurial education. growth and continuation of entrepreneurial education by several of the interviewees in the indepth cases. The size of this funding varies. Differences across Europe During the study it became apparent that entrepreneurial education is influenced by type of institution. two thirds of the institutions support their entrepreneurial goals with dedicated funding. the study shows that the continuous evaluation and follow-up on the results of goals and strategies is somewhat lagging behind. One way to overcome the lack of resources needed to develop entrepreneurial education is to seek external funding. activities such as appointing professors. Repeatedly. However. while monitoring and evaluating on a more general level seems to be less common. and fees from advisory services. Entrepreneurship has strong ties to the business field – to some extent it arose from the field of small business management. establishing an entrepreneurial centre or arranging extra-curricular activities for the students cannot be developed. An issue concerning resources has been raised by many of the interviewees – it seems that the sustainability of entrepreneurial education is closely related to the type and sources of funding. Therefore. developing courses. The type of income generation ranges from obtaining admission fees from seminars and workshops. The overall tendency among the HEIs in the specific survey seems to be to evaluate the individual course and the individual activity. This study found evidence to support this
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. Lack of funding is mentioned as the most important obstacle to development. of the 200 institutions in the specific survey not one of them relies exclusively on the income generated by the institution through these means. One remarkable difference is evident in the benchmark study that shows that seven of the top ten institutions support their entrepreneurial goals with dedicated funding. but most institutions dedicate less than €50 per student to entrepreneurial activities.makes the effort within each department of the HEI very vulnerable to changes in staff. to be able to establish entrepreneurial education as a part of a HEI dedicated funding is necessary. However. Without the necessary resources. Generally speaking. if not crucial. years of experience with entrepreneurial education and geographic location. Less than half of the HEIs in the specific survey report that they have procedures to follow up on entrepreneurial goals and strategies. which is in strong contrast to the 94 % of HEIs that have entrepreneurial goals.

only a quarter of the specialised institutions and a third of the multidisciplinary institutions without a business school department are engaged in entrepreneurial education. The vast majority of the business schools participating in the survey are involved in entrepreneurship education. placing the strategic responsibility at the top-management. in some of the dimensions it seems that more institutions in EU>15 have a broader model of entrepreneurial education with more institutions having entrepreneurial professors and degrees. a more comprehensive entrepreneurial education in the US and who tended to see a need for this type of education in their own regions. These pioneers are individual academics inspired by. The same goes for multidisciplinary institutions with a business school department. Not unexpectedly. the study shows that entrepreneurial education is not only more prevalent among business schools and multidisciplinary institutions with a business school department. The nature of entrepreneurial education also seems to be different in the various types of institutions. In general. the survey also points to differences across the different regions of Europe. but the way in which these institutions conduct entrepreneurial education also seems to be different and more elaborate. This can to some degree be explained by the fact that these types of institutions have been frontrunners in taking on entrepreneurial education and have therefore worked with it for a longer period of time. the more elaborate the entrepreneurial education is. In fact. However. A key recommendation that cuts across all levels is related to the definition of entrepreneurial education. but our analysis highlights several recommendations on how to accelerate the way forward for the EU Commission.expectation. However. in some cases. However. it is not only the prevalence of entrepreneurial education that is influenced by the type of institution. and providing recognition for achievements in entrepreneurial education. All levels (EU. the top-management becomes involved. More institutions in Western Europe (EU15) offer entrepreneurial education compared to Eastern Europe (EU>15). time is a factor for implementing entrepreneurship in higher education in Europe – the longer an institution has been engaged in entrepreneurial education. Recommendations The conclusions show that Europe still has a long way to go before entrepreneurial education is available in all educational institutions. strategies and policies are developed and the strategic responsibility seems to be transferred from professors to members of the top-management. the study does not support the expectation that entrepreneurial education in EU>15 is less elaborate than in EU15. This might be explained by the fact that entrepreneurial education is often started through a bottom-up approach at the institutions where dedicated people take the initiative to engage in entrepreneurial education. Much of the
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. Later in the process. Finally. more resources seem to be allocated to entrepreneurial education in institutions in EU15 compared to institutions in EU>15. Consequently there is a long way to go. for national governments and for individual institutions. national governments and higher educational institutions) need to embrace a broad definition of entrepreneurship. In contrast.

but it is a decision to expand the entrepreneurial spirit across the institution.resistance from academics to pursue the entrepreneurial agenda is. The entrepreneurial agenda will only find its way into all fields of the HEIs if a broader definition is applied. and the entrepreneurial vision. Initiate an EU-programme that facilitates the exchange of entrepreneurial teachers across Europe (scholarships). Make sure that the focus is on the entire educational system. the goals and aspirations need to be very explicit and known throughout the institution.
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On a national level the survey draws up the following recommendations:
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develop a policy programme on how to mainstream entrepreneurship into higher education and set aside resources ensure that HEIs are not restricted in their pursuit of the entrepreneurial agenda by rules and regulations track and evaluate the effects of entrepreneurship. as one study level feeds into the other. Give out a yearly award to the best entrepreneurial institution. Including measurements and targets for the spread of entrepreneurial education in the Lisbon 2. Furthermore the concrete recommendations cover the following: The EU Commission could enhance their role in promoting entrepreneurial education in the HEIs by:
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Facilitating and allowing for the use of EU structural funds for financing of entrepreneurial education initiatives in HEIs. in our understanding.
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. a misconception of what entrepreneurship is. The formation of an entrepreneurial mindset is a joint effort from primary education to tertiary education. Examples of these are:
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Ensure that the highest level of the institution support the entrepreneurial agenda in order for the institution to become entrepreneurial. The HEIs are advised to make the academics understand that the decision to engage in entrepreneurship does not equal business venturing (although it can be a part of the strategy).
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At the institutional level there are a large number of recommendations to be used as inspiration for the institutions who want to develop their entrepreneurship education.0 and as part of the Commission’s reviews of member states’ National Reform Programmes.

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The vision should reflect a broad definition of entrepreneurship. Entrepreneurship is much more than “just” starting businesses: it is a mindset for creating sustainable change. HEIs should track the alumni and actively involve them in their efforts to promote entrepreneurial education and build strong networks in the regional community. HEIs should set up an infrastructure that supports entrepreneurial education, entrepreneurial students and staff. The different elements of the infrastructure are not as important as taking the first step. Entrepreneurship courses should support and be aligned with the overall entrepreneurial goals and strategies. HEIs need to ensure that some parts of entrepreneurial education are credit bearing and they need to develop ways of evaluating the quality and relevance of their entrepreneurial teaching. HEIs need to be aware that entrepreneurial teaching staff act as role models for the students, and also consider the need to adopt more flexible reward and salary systems. Finally the HEIs need to allocate funds to promote the entrepreneurial agenda

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1.
1.1

INTRODUCTION
Europe’s entrepreneurial challenge

Today smaller enterprises and entrepreneurs play a central role in the EU economy. Entrepreneurship is a major driver of innovation, competitiveness and growth. A positive and robust correlation between entrepreneurship and economic performance has been found in terms of growth, enterprise survival, innovation, employment creation, technological change, productivity increases and exports. However, the EU is not fully exploiting its entrepreneurial potential. Against that background, the EU has committed itself to strengthening entrepreneurship as part of its strategy to transform its economy and build its future economic and competitive strength. The Commission has taken a number of initiatives to further the entrepreneurship agenda. In the Green Paper ‘Entrepreneurship in Europe’ published in 2003, the aim was to involve the largest possible audience of stakeholders in setting the future policy agenda. And in the follow-up to the Green Paper, the Entrepreneurship Action Plan, which was published in 2004, provided a strategic framework for strengthening entrepreneurship and set out five strategic policy areas to boost the current entrepreneurial dynamism in the EU. Fuelling entrepreneurial mindsets was one of the five strategic goals in order to face the challenge that the EU is failing to encourage enough people to become an entrepreneur. The Lisbon process in 20002 emphasised the role of education as a policy instrument for economic growth, and it helped strengthen a growing recognition within highereducation institutions (HEIs) in Europe that HEIs can play a central part in promoting entrepreneurial mindsets and actual entrepreneurship. Increased focus on entrepreneurship can also be seen as a strategic investment from the various HEIs. Education in entrepreneurship can help single out the HEI as a modern institution with course structures that meet the needs of tomorrow. However, the European pioneers within entrepreneurship education began long before the Lisbon process and the Action Plan. In various countries entrepreneurship education started already in the 1980’s and 1990’s. This took shape both as courses

In 2000 in Lisbon the EU prime ministers agreed that in 2010 Europe should be "the most competitive and dynamic knowledge-based economy in the world, capable of sustainable growth with more and better jobs and greater social cohesion".

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Not necessarily as a concept.that were included in the curriculum. or who want to develop the field further. the idea of including entrepreneurship as a teaching subject met challenges at first. often new for most of the HEIs. aspects such as innovative teaching methods. by using the examples and the lessons in this report. practice orientation. and thereby strengthen entrepreneurship education in Europe to the benefit of all.3 In a time with increasing competition among European higher-education institutions and between European institutions and their American counterparts. the benchmark analysis of the institutions that participated in the survey can also bring about valuable information to guide the individual institution’s entrepreneurial efforts. The educational themes and methodologies were. The EU Commission Communication “Fostering Entrepreneurial Mindsets through Education and Learning” from 2006 states this clearly: “Universities and technical institutes should integrate entrepreneurship as an important part of the curriculum. however. problem-based learning and flexibility are keys to the development of the HEIs. The HEIs need the ability to adapt to the changing demands of society and business and the needs of the diminishing cohorts. and they need to be more aware that developing entrepreneurship can be through either a top-down. from which those new in the field can benefit. The benchmark analysis carried out is based on two important assumptions:
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Commission Communication “Fostering Entrepreneurial Mindsets through Education and Learning” COM(2006) 33 final
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. As often happens with new ideas. But in time this has provided new experiences. and extracurricular activities. Combining entrepreneurial mindsets and competence with excellence in scientific and technical studies should enable students and researchers to better commercialize their ideas and new technologies developed. The pioneers were often individual academics inspired by a more comprehensive entrepreneurship education in the USA and who saw a need for this type of education in their own regions. The institutions can learn from the interviews carried out with good-practice institutions and from the results of the survey. Fuelling entrepreneurial mindsets require actions throughout the entire education system. It is indeed one of the underlying assumptions in this report that institutions as well as countries can learn from each other. And in addition hereto. A serious thought could be put into whether it is possible to skip some of the steps along the way. but because entrepreneurship as a subject demanded new approaches as well as cross-curricular teaching methods and a multidisciplinary approach. spread across different subjects. and it took time to get an understanding of the importance of education in and about entrepreneurship. or a bottom-up approach – or by a mix of the two. and one of the objectives of this survey has been to show what those HEIs who work seriously with entrepreneurship education do inspire others who are just embarking on entrepreneurial education. and require or encourage students to take entrepreneurship courses.

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Although the consortium is aware that differences in the cultural and institutional framework might make acting on the inspiration difficult. first. We hope and trust that the survey will provide food for thought. the good practices. will enable the higher-education institutions to further develop their strong areas and to address potential “weak spots”. inspiration for future development at all levels. the scope of entrepreneurship education in European HEIs. 1. we assume that the benchmark analysis. remembering that good practice cannot be copied but must be adapted to the special characteristics.•
That the entrepreneurship education initiatives that higher-education institutions take have a significant impact on their performance as an entrepreneurial institution That a positive correlation between the performance and framework-condition indicators can be used as the basis of understanding policies across highereducation institutions and to identify good-practice institutions that can serve as inspiration for other institutions. and in that way help the evolution of en entrepreneurial Europe. and secondly about what the HEIs which do teach entrepreneurship actually do. Furthermore. which shows some evident differences in how HEIs are pursuing their entrepreneurship-education agenda. as no clear statistical picture of entrepreneurship in higher-education institutions across European counties existed. The background on which this survey was launched has been the lack of data and the lack of knowledge about. problems and obstacles for widespread and effective entrepreneurship teaching.2 The purpose of the survey
In most European countries today there is a policy commitment to promote entrepreneurship. and what could be the effect. national governments and universities) can overcome the identified obstacles
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. the few available studies suggest that entrepreneurial activity at European universities is significantly lacking behind when compared with the United States and Canada. and that it will give national governments working to support this development more insight into what can be done. However. The study has consequently had three concrete objectives:
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To provide factual information on the state of play of the teaching of entrepreneurship in European higher-education institutions To give good examples of entrepreneurship education as an inspiration for other institutions and interested parties To provide policy recommendations for how the various players (EU Commission. culture and traditions of a specific higher-education institution. it has until now been unclear whether this commitment has resulted in making entrepreneurship a widespread subject in higher-education systems.

having all been involved in all phases of the survey. 1. giving advice. The consortium has had the help of two very knowledgeable specialists in the entrepreneurship-education field: Karen Wilson and Paul Hannon.3 The consortium
The survey has been carried out by a Scandinavian consortium consisting of three partners. by creating incubator facilities and interdisciplinary centres etc.
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The threshold will be explained in Chapter 3. create incubators and use entrepreneurs in the classroom and allocate dedicated funding and actively engage in the community etc. The framework model has been central to the work and to the understanding of how institutions develop into entrepreneurial HEIs. in its efforts to become an entrepreneurial HEI. The partners represent a wide range of expertise. NIRAS Consultants. helping and assisting. Denmark. 46 case interviews have added a depth to the survey and provided a large number of ideas for other to get inspired by. by using entrepreneurs in the classroom. An HEI can for example take a path that focuses on developing an infrastructure that can facilitate entrepreneurial activity. FORA – an independent research and analysis division under the Danish Ministry for Economic and Business Affairs in Denmark – and Econ Pöyry.g. Furthermore. which conduct entrepreneurship over the threshold4 established by the consortium. etc. provide the answers and attempt to give an overview of entrepreneurship education in Europe. e. As a backbone for the survey the consortium has developed a framework model that structures the different aspects of entrepreneurship education under six dimensions. This has been achieved by conducting a general survey as well as a specific survey. earmark funds to develop entrepreneurship curriculum. as well as a comprehensive overview of the obstacles and success factors for entrepreneurship education in HEIs.g. Norway. However. e. The general survey attempts to answer the question of how many institutions actually teach entrepreneurship. i.
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. And the different approaches do not exclude each other as we go on to argue that it seems that an HEI becomes “more entrepreneurial” by 1) increasing the “number of entrepreneurship actions” and 2) combining different pathways. and they have worked together in a cross-company team. It is a journey where the HEI can take a number of different pathways as this report will show. which for their part have acted as a starting point for many of the recommendations that this survey puts forward.In order to meet these objectives. or copy. They have been the internal expert group for the consortium and have been involved all along the way. actually do.e. becoming an entrepreneurial HEI does not happen overnight. and the specific survey has given a deeper insight into what those higher-education institutions. while another HEI focuses on the actual learning and teaching of entrepreneurship. this study has mapped the extent to which entrepreneurship education is integrated in the HEIs as well as shown examples of how this is done.

Turkey. in an educational field with great variations across the 31 countries included in the survey.4. supported by the necessary skills. This has been done by imposing an “entrepreneurship-education threshold”. i.4 Types of higher-education institutions (HEIs)
The survey includes all institutions that offer education on a bachelor level or above. 1. as it is the case in some studies and in the minds of people not involved in entrepreneurship. Iceland. Turkey. start-up. Hence. Liechtenstein and Norway).
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. entrepreneurship has not.3 The Threshold
The focus of the survey has been on mindsets. This threshold was imposed in the questionnaire as a screening question to ensure a sufficient level of entrepreneurship education in the institutions.4. However. The threshold imposed for an institution to be considered to have entrepreneurship education was that the institution should have at least one course where the subject of entrepreneurship should account for at least 25 percent of the course curriculum. been seen as only about starting up business ventures.4 1. One of the areas in which this has been done is to illustrate a difference between the EU15 countries and the countries newly integrated in the EU. Therefore.4. attitudes and skills and covering a range of aspects such as idea generation. This has been the definition used to ensure that the institutions in the main sample were comparable. it has been equally emphasised that general business and management courses are not considered as entrepreneurship education. In the survey a broad definition of entrepreneurship education has been applied. the acceding and candidate countries and EEA countries participating in the European Commission’s multi-annual programme for enterprise and entrepreneurship (i. seeing it as all activities aiming to foster entrepreneurial mindsets. For a course/module to be considered as an in curricular activity it should account for at least 5 ECTS points. to whom we refer in the text as the EU>15. 1. 1.1. growth and innovation. In analysing the data in the report all answers have been broken down to show differences and variations.1
Approaches and definitions Definition of entrepreneurship
To map such a complex field as entrepreneurship education the consortium has had to work from a solid and common understanding of entrepreneurship and entrepreneurship education. Lichtenstein and Norway have been included in the EU15 group.e. Iceland.4.2 Scope
The study covers EU member states.e. general economic or business courses that do not include this specific element have not been considered as “entrepreneurship education” and have thus been excluded from the survey. the willingness and capacity to turn ideas into practice.

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. As a consequence of this. When breaking down the answers on types of institutions. although there are some institutions where the activities for these target groups are not easily separated from activities for young people. natural science and humanities departments to illustrate a variety of methods and approaches to entrepreneurship education. the study has dedicated special attention to the teaching of entrepreneurship within technical and scientific fields of study and has attempted to pay special attention to entrepreneurship activities and programmes in higher education that aim to foster entrepreneurial mindsets. 1.5
In order to structure the survey the consortium developed a conceptual framework of the many aspects of entrepreneurship education.The study has looked not only at business schools or universities with economic departments. and where there is an interesting interplay between the two. attitudes and skills among young people. medical. This framework became the backbone of the survey and has helped bring about a structure that enables the consortium to present a comprehensive mapping of the dimensions that constitute entrepreneurship education. It has been written to provide a map and give an overview and at the same time provide recommendations on both the European. the national. company executives or entrepreneurs. so that the survey will help strengthening the focus on entrepreneurship education in the future. but has also encompassed multidisciplinary technical. the following distinction has been used:
• • • •
Multidisciplinary university without a business school department Multidisciplinary university with a business school department Specialised HEI Independent business school
Where relevant.5 Reading instructions
The results presented in this report are a first attempt to give a comprehensive picture of European entrepreneurship education in HEIs. The following distinction has been used in breaking down the data on technical or non-technical orientation:
• • •
Technical as part of a multidisciplinary HEI Specialised technical HEI Non-technical The framework model and its dimensions
1. and to a level of detail that has not been seen before on a European level. art and design.4. the survey has not explicitly involved training for adults. The framework model will be presented further in Chapter 3. the institutional and the individual level.

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. The chapter deals with all institutions in the survey − those who have answered that they do not do entrepreneurship education as well as those who have answered that they have entrepreneurship education under the threshold of 25 percent. the report has two appendices: Appendix A contains the full set of tables from the e-survey and the 46 case studies. Outreach. In this chapter all conclusions from the survey are drawn together. Chapters 6-11 present the results from the specific survey on the six dimensions from the framework model: Strategy. Chapter 4 – The Scope of Entrepreneurship Education in Europe. Chapter 2 – Conclusions and recommendations. with 46 good-practice examples from 23 different countries which arose from the in-depth interviews performed in highereducation institutions across Europe. Development and Resources.The report is structured as follows:
Chapter 1 – Introduction. Teaching and learning. In these chapters the answers stem from the group of HEIs who have answered that they have entrepreneurship education over the threshold of 25 percent. Finally. In this chapter the results of the general survey are presented and analysed. Chapter 12 presents the barriers for entrepreneurship education. This chapter explains the methodology applied in the survey. and the recommendations for the different levels of governance presented. Chapter 5 – Benchmark. as well as a discussion of the methodological choices made during the survey. and those who are above the threshold of 25 percent. Chapter 3 – Methodology. Appendix B is the case study report. This chapter presents the benchmark of the European highereducation institutions. Institutional infrastructure. and the implications hereof.

.

no coherent framework exists for addressing these issues. suffers from low expansion rates after startup[…]. 3-4). teacher training colleges etc. The report focuses only on the higher education level. if successful.
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. Several member states are already focusing on and promoting entrepreneurship education. These 3. pp. more knowledge on entrepreneurship education is needed. national policy makers and student associations to supplement the quantitative data. little knowledge exists of the current level of integration of entrepreneurship education at any level of education across the EU countries. as their viability is questioned before they can be tested in the market place” (European Commission. Finally. These institutions included all types of HEIs that provide education at bachelor level and above (business schools. little is known about the differences of approaches taken at various institutions to promote entrepreneurship education. many business ideas in Europe never come to market. music academies. where we were able to identify and contact around 3. expand rapidly.2. 2004. Still. The Action Plan for Promoting Entrepreneurship states: “The EU is not fully exploiting its entrepreneurial potential. unlike the US.000 higher education institutions (HEIs) in the 31 countries covered by the survey. Whereas US entrepreneurs appear to test the market and. fuelling entrepreneurial mindsets throughout the entire education system being one of these strategic areas. universities.1
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
The European Union (EU) wishes to boost entrepreneurship as part of its strategy to transform its economy and build up its future economic and competitive strength. Furthermore. However. In addition. Studies like the EFER study of entrepreneurship education in German speaking countries from 2004. The Entrepreneurship Action Plan of 2004 highlights five strategic policy areas for entrepreneurial dynamics in Europe. the EFER mapping of entrepreneurship education in 28 universities and the NCGE survey of Enterprise and Entrepreneurship in higher education in England have provided some very useful initial data that have been a great help in conducting this study.).
2. The objective of this report was to fill this knowledge gap at the higher educational level and provide recommendations for the future development of entrepreneurial education.000 HEIs were invited to participate in the online survey. 46 in-depth interviews were conducted with good-practice institutions. technical universities. It is failing to encourage enough people to become entrepreneurs […] Europe.

Based on the survey results it is estimated that more than half of Europe’s students at the higher educational level do not even have access to entrepreneurial education. students in the EU15 have better access to entrepreneurial education than students in the EU>15. countries that have recently joined the EU. These elements have been incorporated into a framework model that has been the structural backbone for the analyses in the study.
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Survey of Entrepreneurship in Higher Education in Europe
. Institutional Infrastructure. Teaching and Learning. hereafter called the specific survey. Therefore. This could suggest a selection bias. Our response rates in countries that are known to have entrepreneurial education are higher than in countries assumed to have a lower level of entrepreneurial education. In the institutions engaged in entrepreneurial education the survey shows that around half of the students were engaged in some kind of entrepreneurial educational activity. six elements that are important for implementing entrepreneurship education have been identified: Strategy. This just amplifies the importance of the recommendations for the way forward. 2. Outreach.1.The net response rate of the online survey was around 17 percent. 2. In contrast. As expected. which included questions aiming to uncover the six dimensions of entrepreneurial education. the rest of the report focuses on the nature of entrepreneurial education in these European HEIs. the real picture in Europe might consequently be worse than suggested here. Hence. which means that the numbers in relation to the scope of entrepreneurial education are overrated. the study indicates that particularly specialised HEIs (except specialised institutions within the technical area) are lagging behind when it comes to entrepreneurial education. i. was sent out to all institutions that had a certain level of entrepreneurial education (to ensure a sufficient level of entrepreneurial education. Development and Resources.e. The survey also points to a difference in access to entrepreneurial education according to the students’ country of residence. A comprehensive questionnaire. This implies that five million of the approximately 21 million students in Europe are currently engaged in entrepreneurship education. we tend to believe that the bias is upwards. where institutions that offer entrepreneurial education are more likely to answer the questionnaire. Based on the results from the questionnaire. In the study.1 The scope of entrepreneurship in higher education across Europe
The results of our analysis show that the scope of entrepreneurial education is worrisome. a general picture has been painted of the nature of entrepreneurial education at the approximately 200 European institutions that completed the comprehensive survey. European students are more likely to obtain access to entrepreneurial education if they attend either a business school or a multidisciplinary institution with a business school department. thereby avoiding the general business/economics courses).2 The nature of entrepreneurial education in Europe
Having identified institutions engaged in entrepreneurial education. so the results must be treated with some caution.1. In general.or extra-curricular activities that can stimulate their entrepreneurial spirit. This means that about 11 million students have no opportunity to engage in in.

The dimension consists of three sub-dimensions: entrepreneurial goals. much initiative to implement entrepreneurial education has often been taken by dedicated individuals who want to teach entrepreneurship. the study – particularly through the case studies – suggests that neither the top-down approach nor the bottom-up approach can stand alone. skills and mindsets among the students. it is here that one of the greatest differences between the front-runner institutions and the lagging institutions is found. in order to succeed in fully implementing entrepreneurial education throughout the entire institution. entrepreneurial policies and strategic embeddedness. Strategy The benchmark analysis shows that the strategy dimension is crucial when engaging in entrepreneurial education. The case of the Technical University of Munich – one of the 46 case studies in the report – can be seen as a good example of this approach. have a personal interest or have been inspired by other teachers or institutions. as a great difference is found between the top and bottom institutions in the benchmark. In particular. By benchmarking the institutions on their framework conditions the study identified the top ten and bottom ten institutions. It therefore seems that the institutions have embraced the broader concept
•
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. However. In the study there are also many good examples of how such a bottomup approach can bring about institutional change. either because they see a need. Nevertheless. The most common goal among the institutions that offer entrepreneurial education is to foster entrepreneurial behaviours. The two groups are compared to each other to highlight where the frontrunner institutions separate themselves from the lagging institutions when it comes to the framework conditions related to the six dimensions of entrepreneurial education included in the framework model. A dedicated top management has the authority to ensure a quick implementation of the changes needed to become an entrepreneurial institution. Compared to the other dimensions of entrepreneurial education included in the framework model. as well as academic and other staff. Such information can serve as valuable inspiration for other institutions seeking to improve their performance as entrepreneurial institutions. Creating an entrepreneurial institution demands a joint effort from the top-management. The following sections highlight the main conclusions from these analyses for each of the six areas. On a more detailed basis the study highlights some interesting findings with respect to the strategy dimension:
•
Embedding entrepreneurship in the institution’s overall strategy and setting out goals for the entrepreneurial activities seems to be an important aspect. can be a key driver of entrepreneurial education.A benchmark analysis was performed on the data. the study has made it apparent that the acknowledgement among the top management at the HEIs of the importance of teaching entrepreneurship. both in terms of value for their institution and for society as a whole.

faculty-level entrepreneurial policies are most prevalent in the business faculties and technical faculties. while none of the bottom ten institutions has. entrepreneurial appointments. departments. Entrepreneurial education is largely a multidisciplinary concept – it is in the cross-section between different disciplines that innovation and creativity emerge and the study shows that institutions could take greater advantage of this aspect of entrepreneurial education. Similar results can be seen for the other approaches. On an overall level the study shows that institutional infrastructures seem to be emerging at the European HEIs that are engaged in entrepreneurial education. For example.) in place in order to support the entrepreneurial education. into entrepreneurial education.
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Survey of Entrepreneurship in Higher Education in Europe
. each of the top ten institutions has an entrepreneurial centre.
Institutional Infrastructures Effective and sustainable entrepreneurial education can be facilitated by supportive institutional infrastructures at the institution.of entrepreneurship at the strategic level and the task at hand is related to having entrepreneurial activities and courses that to a greater extent also focus on the mindsets of students and not primarily on the skills needed as an entrepreneur. almost all have developed structures with a cross-discipline approach to ensure that entrepreneurship does not become a sort of add-on to the institution with activities taking place mainly in the business department. The interviews with good-practice institutions show that entrepreneurial centres in particular can play a crucial role for co-ordinating and rooting entrepreneurial education in HEIs. the top ten institutions ensure that students from all disciplines are able to take the credit-bearing entrepreneurial courses and that the entrepreneurial activities are offered as a joint effort between different faculties. The benchmark analysis also highlights the presence of cross-discipline structures as conducive to entrepreneurial education. This dimension consists of four subdimensions: approaches. new teaching methods. pedagogy etc. The institutions conduct research into entrepreneurial education as a way to further develop their own activities in the field – to come up with new curricula. the benchmark analysis shows that major differences exist between top and bottom institutions in relation to the approaches the institutions take to support the entrepreneurial education. in particular. The survey showed that around half of the institutions that offer entrepreneurial education also conduct research on the matter. Around half of the institutions participating in the specific survey have various structures (such as entrepreneurial centres.
•
Only a few of the multidisciplinary HEIs have made entrepreneurial policies for all of their faculties – in more than two thirds of the institutions less than a third of the faculties have their own entrepreneurial policies. As expected. in contrast to the lagging institutions. Moreover. research in entrepreneurship and cross-discipline structures. Another institutional infrastructure that was emphasised in many of the case studies was the ability to conduct research into entrepreneurship and. Among the top ten institutions. such as entrepreneurial departments. incubator facilities and technology transfer offices. That is far from the case in the institutions lagging behind. Also. incubators etc.

entrepreneurial degrees.
•
•
Teaching and Learning The teaching and learning dimension focuses on aspects that are directly related to the teaching of entrepreneurship. Institutions should therefore focus their attention on more than the early study levels in entrepreneurial education. However. Cases show that these chairs might act as entrepreneurial champions in the different faculties supporting cultural change.6 and the average number of non-tenured chairs is 3. with respect to the teaching & learning dimension. However. students in their research activities (particularly in the technical disciplines) can take advantage of an entrepreneurial mindset as well as skills. students have access to the fewest courses on entrepreneurship.D. This can partly be explained by the fact that all the institutions included in the specific survey have passed the same screening criteria – that they have entrepreneurial courses (one of the sub-dimensions). These include both inter-curricular and extra-curricular activities. More than half of the institutions provide the students with incubator facilities where they can start-up their own companies. the benchmark analysis shows that the distance between front-runner institutions and the institutions lagging behind.On a more detailed basis the study highlights some interesting findings with respect to the Institutional Infrastructure dimension:
•
Around two thirds of the HEIs with entrepreneurial education participating in the specific study have a chair in entrepreneurship. The average number of tenured chairs is 2. Compared to the other dimensions in the framework model. level are also important as Ph. In general.
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. but the results show that bachelor students have access to a larger number of entrepreneurial courses compared to both master’s students and Ph. The study shows that the extent to which entrepreneurship is being taught at the HEIs in Europe varies.D. the results do not elaborate on which disciplines are collaborating. Often these incubators facilities are also open to entrepreneurs from the community. In some institutions it is offered at all levels of study. Ph. is relatively small. curriculum development and teaching methods. the benchmark analysis shows that the key differences between the top ten and the bottom ten institutions are in entrepreneurial degrees and entrepreneurial curriculum development.D. extra-curricular activities. Moreover. but results from other questions continuously highlight that it is most often the business and technical disciplines that are involved in entrepreneurial education activities. students. courses at Ph.D. Almost eight out of ten of the multidisciplinary institutions that participated in the specific study offered multidisciplinary entrepreneurial activities in the previous academic year.1. This dimension consists of five sub-dimensions – entrepreneurial courses.

Entrepreneurship is. Nevertheless. the results indicate that entrepreneurial degrees constitute an important tool for the entrepreneurial institution. Only around half of the institutions in the survey import entrepreneurial education from other institutions. Other widespread teaching methods are project work and the use of guest lecturers. Both the survey and the in-depth interviews conducted in this study show that teaching methods in use vary considerably among HEIs.The presence of entrepreneurial degrees may bear witness to the institutions’ engagement in entrepreneurial education. The argument was that it is more important to embed the entrepreneurial vision in all courses to get in touch with all students instead of just students that probably already have a positive notion of entrepreneurship because they have actively chosen an entrepreneurial degree. The five subjects (as part of a mul-
•
•
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Survey of Entrepreneurship in Higher Education in Europe
. to a large extent. Therefore. On a more detailed basis the study highlights some interesting findings with respect to the Institutional Infrastructure dimension:
•
Some differences exist among the various institutions with respect to extracurricula activities. This indicates that extra-curricular activities can supplement the inter-curricular activities in a positive way. there should still be plenty of room for more co-operation and exchanging experience and methodology between HEIs. and even fewer have formalised exchange of good practice. as expected. Many HEIs also include various kinds of business simulation in the curriculum. The bottom ten institutions have fewer of these activities than the other institutions. the business and technical studies. The in-depth interviews with good-practice institutions highlighted that many experimental and innovative teaching methods are applied in entrepreneurial education. In the development of the entrepreneurial curriculum the study indicates that there seems to be much room for improvement by learning from other institutions. meaning that the practical aspect of learning from what others have done before is crucial. Therefore. The survey shows that the subjects most likely to offer entrepreneurial courses are. The most common teaching method in entrepreneurship is lecturing. In some of the interviews it was stated that within the field of entrepreneurial education the “not-invented-here” syndrome is present. but most of the HEIs often use case studies too. All of these teaching methods are described in appendix B in this report. The survey seems to second this notion as almost all the respondents in the survey have in-house development of entrepreneurial curriculum and/or teaching methods. and many of the respondents in the in-depth interviews pointed out the importance of recognition and identification with the cases as well as the need for development of national and local case studies that can be used in entrepreneurial education. a ”learning by doing” subject. but during the interviews with good-practice institutions it was voiced that offering degrees in entrepreneurship was not necessarily better than offering no degrees. entrepreneurial teaching is often based on cases. The interviews also support the importance of extra-curricular activities for success in entrepreneurial education.

For almost all of the institutions in the survey the use of entrepreneurs and/or former students as teachers or as good examples in entrepreneurial education is one of the ways in which the institution ensures that the entrepreneurial teaching is relevant and linked to the outside community. The alumni element seems to be a natural starting point for the institutions. relatively speaking. and also to a large extent through academic spin-offs. Here. A majority of the HEIs in the specific survey responded that they transfer knowledge to society by doing consultancy work. defence. In the case of consultancy there are no big variations across types of institutions. food industry. – vary slightly among the institutions. With regards to the Outreach dimension it is noticeable that:
•
The difference between top and bottom becomes apparent when looking at the institutions’ engagement in the community. offering advisory services to local entrepreneurs and companies and supporting entrepreneurial activities in local schools. When it comes to involvement in the community – especially in relation to the community’s involvement in the institutions – the difference between top and bottom is not that great. health care and the arts. For some institutions consultancy seems to be a way in which they see themselves as engaging with the community. business community and public partners. but when it comes to developing these links into collaboration where the stakeholders make an actual contribution to entrepreneurial education. consultancy service providers etc. agencies. whereas concerning patents and licensing it is evident that this is not the focus of business schools at all. private companies. the top ten institutions are much more active – hosting entrepreneurial events that are open to the community. This dimension includes the following elements: Alumni. There are slight differences in the extent to which the network is used: some institutions might have developed links to their stakeholders. On an overall note. But the tendency is clear: teaching entrepreneurship is not seen as an activity that is designed to take place in the confinement of academia. the alumni. Links with external stakeholders and Community engagement.tidisciplinary institution) least likely to offer entrepreneurial courses are agriculture. Outreach Outreach covers the way in which the institutions interact with their surroundings. this is not done by all to the same degree. and over two thirds of the HEIs responded that they use their alumni as good examples and bring them into the entrepreneurial teaching to some extent.
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. but there is still a considerable difference in the way that it is done. the study shows that the institutions are well aware of the importance of outreach to be entrepreneurial. The majority of the bottom ten institutions provide the students with opportunities for internships and project work outside the organisation to enhance their entrepreneurial mindset. The networks that the institutions build with their stakeholders – regional or national government.

With regards to HR management and development the benchmark study shows this to be an area that both the top and bottom institutions struggle with. The study shows that entrepreneurial education is still immature in the sense that it is often person driven and depends upon the efforts of individuals rather than a collective. This dimension consists of three sub-dimensions: Evaluation. However. The low proportion of staff involved can impede and slow the cultural change often needed to become an entrepreneurial institution. the study reveals that few institutions offer their entrepreneurial teaching staff the training opportunities to enhance their skills. This is something the institutions need to take into consideration when engaging in entrepreneurial education – it is important to allocate sufficient resources in terms of time and money for outreach activities. The findings show that on average only 7 % of the academic staff in an institution are involved in entrepreneurial education. Therefore. One of the major differences and areas for improvement is related to the experience of entrepreneurial teachers. staff teaching entrepreneurship may need training to embrace this new pedagogy. and thereby. strategic effort on the part of the HEI or national government. And even fewer institutions require the teaching staff to engage in training prior to teaching entrepreneurship. Consequently. but lack the practical knowledge. since entrepreneurship to a large degree is a practical.
Development The dimension development covers the way in which the institution develops its entrepreneurial activities and the teaching staff involved in the teaching of entrepreneurship. It does not seem to be very widespread that staff teaching entrepreneurship have personal experience with entrepreneurship. User-driven improvement and Human resources development and management. hands-on subject. Many of the good-practice institutions are constantly looking to improve their entrepreneurial education to fit new tendencies. demands from students etc. This has an impact on the number of academics involved in entrepreneurial education. this area is one of the dimensions in which there is room for improvement. The interviews revealed that entrepreneurial education is a dynamic and constantly evolving concept. Therefore. it is important to continuously evaluate the entrepreneurial ef-
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Survey of Entrepreneurship in Higher Education in Europe
. on how well entrepreneurship can be spread in an institution. of course. The teaching methods deemed effective in entrepreneurial education are often different from the methods traditionally used in academia. many students are being taught by teachers that have a theoretical knowledge about entrepreneurship. the teaching of it will likely be improved if the teachers have their own practical entrepreneurial experience that they can take advantage of. Another important issue emphasised in the survey as well as in the interviews is the teachers’ skills in relation to the actual entrepreneurial teaching pedagogy. and one that shows that entrepreneurial education is still in its infancy in many of the institutions. However.•
From the case interviews the consortium has seen many good examples of outreach. But it also became apparent that outreach activities are time consuming and constitute a challenging task for the institutions. In general.

if not crucial. All of the institutions in the specific survey do this – a third of them to a great extent. Therefore. But whereas the bottom ten institutions focus on student evaluations. The type of income generation ranges from obtaining admission fees from seminars and workshops. which is in strong contrast to the 94 % of HEIs that have entrepreneurial goals. However. the top ten institutions obtain evaluations from students as well as from end-users.forts to investigate whether the expected effects can be detected and whether the entrepreneurial goals and strategies are being achieved. Less than half of the HEIs report that they have procedures to follow up on entrepreneurial goals and strategies. a striking result is the difference found between top and bottom in relation to income generating activities related to entrepreneurship. The spread of entrepreneurship in academia will depend on the academic credibility of the field. the study shows that half of the institutions engaged in entrepreneurial education do not provide such recognition. such as employers.
•
•
Resources To be able to establish entrepreneurial education as a part of a HEI dedicated funding is necessary. developing courses. while monitoring and evaluating on a more general level seems to be less common. the study shows that the continuous evaluation and follow-up on the results of goals and strategies is somewhat lagging behind. The resource dimension includes the following elements: income generation from entrepreneurial activities.
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. activities such as appointing professors. Without the necessary resources. However. The overall tendency among the HEIs seems to be to evaluate the individual course and the individual activity. and fees from advisory services. The majority of the institutions in the specific survey are engaged in user-driven improvement. while only two of the bottom ten institutions do. types and sources of funding and budget allocation. If the institution can generate an income from its entrepreneurial activities. investors etc. the likelihood that the activities will be sustained will probably be considerably greater than if the entrepreneurial activities needed a continuous stream of resources to uphold it. On a more detailed basis the findings highlight some interesting tendencies with respect to the Development dimension:
•
It seems that the institutions are attempting to counteract the lack of entrepreneurial experience among the teaching staff by using external guest lecturers/entrepreneurs in entrepreneurial education. A way to improve academic credibility is for the institutions to provide recognition for the achievements the academic staff attains in relation to entrepreneurship. The survey shows that 75 % of the HEIs in the specific survey engage in entrepreneurship related activities that generate income. establishing an entrepreneurial centre or arranging extra-curricular activities for the students cannot be developed. All of the top ten institutions engage in income-generating activities.

growth and continuation of entrepreneurial education by several of the interviewees in the in-depth cases. Generally speaking. In comparison. we have heard that the more long-term the funding. 2. An issue concerning resources has been raised by many of the interviewees – it seems that the sustainability of entrepreneurial education is closely related to the type and sources of funding. two thirds of the institutions support their entrepreneurial goals with dedicated funding. but most institutions dedicate less than €50 per student to entrepreneurial activities.However. the more sustainable the entrepreneurial education. the expectation going into this
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Survey of Entrepreneurship in Higher Education in Europe
. One remarkable difference is evident in the benchmark study that shows that seven of the top ten institutions support their entrepreneurial goals with dedicated funding. The size of this funding varies. And unfortunately this seems to be a general problem for all institutions. external funding. the results show that the majority of the bottom ten institutions primarily rely on short-term funding. With regards to external funding the interviews with national policy makers emphasise that the institutions should do more to attract alternative sources of funding to the sources they mainly use. years of experience with entrepreneurial education and geographic location. of the 200 institutions in the specific survey not one of them relies exclusively on the income generated by the institution through these means. while only one in every 10 is able to rely on more long-term funding (5+ years).1 Types of institutions
Entrepreneurship has strong ties to the business field – to some extent it arose from the field of small business management. Generally speaking. It is important to note the following about the resource dimension:
•
Lack of funding is mentioned as the most important obstacle to development. more than one third of the institutions base their entrepreneurial activities on short-term funding. internal funding and 44 pct. the survey shows that only one in ten institutions has companies as their primary source of funding. so that in the top ten institutions the majority relies on medium-term funding while only one single institution has longterm funding. Sources such as private companies can be valuable in entrepreneurial education as they can help to strengthen the link to the business community. Repeatedly. The survey shows that government funding is the primary source of funding – two thirds of the institutions participating in the study have this as their main source of funding. even the best-performing institutions are struggling. Therefore. In the survey the institutions were asked to estimate what proportion of their entrepreneurial budget comes from external funding versus internal funding. Differences across Europe
•
2. On average.2
During the study it became apparent that entrepreneurial education is influenced by type of institution. One way to overcome the lack of resources needed to develop entrepreneurial education is to seek external funding. However. the ratio is 56 pct.2. while only one of the bottom ten institutions does so.

5 Master’s:7.7 At half of institutions (46 %) At two thirds of institutions (68 %) 4.study was that business schools would be more involved in entrepreneurial education compared to other types of institutions. In general.8 Master’s: 10. This can to some degree be explained by the fact that these types of institutions have been frontrunners in taking on entrepreneurial education and have therefore worked with it for a longer period of time. ‘The following tables all reflect results from the specific survey.5
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. only a quarter of the specialised institutions and a third of the multidisciplinary institutions without a business school department are engaged in entrepreneurial education.) Presence of entrepreneurial centre Research on entrepreneurial education 3. number of entrepreneurial courses Bachelor: 8. However.1 Bachelor: 9.1 Bachelor:9. The same goes for multidisciplinary institutions with a business school department. but the way in which these institutions conduct entrepreneurial education also seems to be different and more elaborate (cf.7 Master’s: 7.0 At half of institutions (59 %) At a third of institutions (36 %)
Teaching & Learning
Avg. The vast majority of the business schools participating in the survey have entrepreneurship. This study found evidence to support this expectation. The time issue will be elaborated below. The study also indicates that time is a positive factor in entrepreneurial education. In contrast. it is not only the prevalence of entrepreneurial education that is influenced by the type of institution.
Table 2-1: Results for different types of institutions on key aspects of the six dimensions
Business schools Multidisciplinary institutions with a business school department Multidisciplinary institutions without a business school department
In two thirds of institutions (71 %) President: 15 % Rest of top-mgmt: 36 %
Technical institutions*
Strategy
Entrepreneurship part of overall strategy Strategic responsibility for entrepreneurship Institution-wide entrepreneurial action plans for how to achieve Egoals In the majority of institutions (79 %) President: 36 % Rest of top-mgmt: 21 % In the majority of institutions (86 %) In the majority of institutions (73 %) President: 19 % Rest of top-mgmt : 46 % In the majority of institutions (73 %) President: 17 % Rest of top-mgmt : 30 % In half of institutions (59 %)
In half of institutions In half of institutions (53 %) (42 %)
Institutional Infrastructures
Entrepreneurial professors (avg. the study shows that entrepreneurial education is not only more prevalent among business schools and multidisciplinary institutions with a business school department.7 At two thirds of institutions (71 %) At majority of institutions (79 %) 2.1 Bachelor: 7.9 Master’s:7.3 At two thirds of institutions (61 %) At majority of institutions (80 %) 2. table 2-1). The nature of entrepreneurial education also seems to be different in the various types of institutions.

table 2-2). In particular.: 3.D. it seems that the strategic embeddedness is developed over time (cf.D.: 3. These pioneers are individual aca-
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Survey of Entrepreneurship in Higher Education in Europe
. share of academic staff involved in entrepreneurial education Provide recognition for achievements in entrepreneurial education Formalised procedures of evaluating entrepreneurial strategy 22 % Majority of institutions (79 %) In third of institutions (38 %) 5% 4% 6%
Half of institutions (44 %) In third of institutions (33 %)
Half of institutions (43 %) In half on institutions (41 %)
In half of institutions (59 %)
In third of institutions (33 %)
Resources
Income-generating activities related to entrepreneurial education Allocate dedicated funding to entrepreneurial education Majority of institutions (79 %) Half of institutions (54 %) Majority of institutions (81 %) Two thirds of institutions (64 %) Two thirds of institutions (61 %) Two thirds of institutions (66 %) Two thirds of institutions (69 %) In half of institutions (54 %)
Average size of entrepreneurial education budget per student
€297
€110
€104
€249
* Average of the two types of technical institutions (technical as part of multidisciplinary institution and specialised technical institution)
2. time is a factor for implementing entrepreneurship in higher education in Europe – the longer an institution has been engaged in entrepreneurial education.0 In half of institutions (49 %) 1: Lecturing 2: Project teams 3: Case studies
Three most used teaching methods in entrepreneurial education
Outreach
Involve alumni in entrepreneurial education Stakeholders contributing to entrepreneurial education Support entrepreneurship in local schools Majority of institutions (93 %) Company: 79 % Entrepreneur: 62 % Investors: 62 % Two thirds of institutions (71 %) In two thirds of institutions (71 %) Company: 65 % Entrepreneur: 61% Investors: 47 % Two thirds of institutions (64 %) In two thirds of institutions (67 %) Company: 60 % Entrepreneur: 48 % Investors: 35 % Third of institutions (34 %) In two thirds of institutions (66 %) Company: 70 % Entrepreneur: 61 % Investors: 51 % Two thirds of institutions (66 %)
Development
Avg. This might be explained by the fact that entrepreneurial education is often started through a bottom-up approach at the institutions where dedicated people take the initiative to engage in entrepreneurial education. the more elaborate the entrepreneurial education is.2.: 2.6 In two thirds of institutions (62 %) 1: Lecturing 2: Case studies 3: Project teams
Ph.Ph.9 Entrepreneurial degree available In two thirds of institutions (71 %) 1: Entrepreneur in classroom 2: Case studies 3: Project teams
Ph.2
Time is a factor
Not unexpectedly.D.D.5 In half of institutions (45 %) 1: Lecturing 2: Project teams 3: Case studies
Ph.: 3.

the top-management becomes involved.6 Bachelor: 12.D.: 2.demics inspired by.:1.6 Ph. share of academic staff 4% 5% 4% 8%
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.D. a more comprehensive entrepreneurial education in the US and who tended to see a need for this type of education in their own regions.3 Bachelor: 6.9 Master’s: 6.7 Bachelor: 9. Later in the process.: 0.6 At two thirds of institutions (64 %) At two thirds of institutions (63 %)
Teaching & Learning
Avg.3 At half of institutions (41 %) At half of institutions (59 %) 1.1 Master’s: 10.) Presence of entrepreneurial centre Research into entrepreneurial education 1.: 5.7 Ph.9 Ph.6 Ph.
Table 2-2: Results for institutions according to experience with entrepreneurial education on key aspects of the six dimensions Less than four years of experience Between four and less than eight years of experience Between eight and 12 years of experience More than 12 years of experience
Strategy
Entrepreneurship part of overall strategy Strategic responsibility for entrepreneurship In half of institutions In half of institutions (56 %) (57 %) President: 6 % Rest of top-mgmt: 47 % President: 18 % Rest of top-mgmt : 41 % In majority of institutions (79 %) President: 18 % Rest of top-mgmt: 44 % In majority of institutions (85 %) President: 26 % Rest of top-mgmt : 35 % In two thirds of institutions (68 %)
Institution-wide entrepreneurial In half of institutions In half of institutions In half of institutions action plans for how to achieve E(45 %) (45 %) (51 %) goals
Institutional Infrastructures
Entrepreneurial professors (avg. strategies and policies are developed and the strategic responsibility seems to be transferred from professors to members of the top-management.D.5 At half of institutions (55 %) At half of institutions (52 %) 2. in some cases.2 At half of institutions (44 %) At half of institutions (48 %) 1.2 In majority of institutions (74 %) 1: Lecturing 2: Case studies 3: Project teams
Entrepreneurial degree available Three most used teaching method in entrepreneurial education
In half of institutions In half of institutions In half of institutions (41 %) (53 %) (49 %) 1: Case studies 2: Project teams 3: Lecturing 1: Lecturing 2: Project teams 3: Case studies 1: Lecturing 2: Project teams 3: Case studies
Outreach
Involve alumni in entrepreneurial education Stakeholders contributing to entrepreneurial education Support entrepreneurial in local schools In two thirds of institutions (65 %) Company: 63 % Entrepreneur: 56 % Investors: 47 % Half of institutions (59 %) In two thirds of institutions (70 %) Company: 57% Entrepreneur: 57% Investors: 46 % Half of institutions (50 %) In two thirds of institutions (68 %) Company: 59 % Entrepreneur: 49 % Investors: 35 % Half of institutions (52 %) In majority of institutions (80 %) Company: 81% Entrepreneur: 73 % Investors: 52 % Majority of institutions (76 %)
Development
Avg.6 Master’s: 5.8 Master’s: 5.D. number of entrepreneurial courses Bachelor: 6.

2. the specific survey does not support the expectation that entrepreneurial education in EU>15 is less elaborate than in EU15.
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. More institutions in Western Europe (EU15) offer entrepreneurial education compared to Eastern Europe (EU>15). institutions with more than 12 years of experience seem to have a more elaborate model of entrepreneurial education covering many of the aspects included in the framework model. EU>15)
Prior to the study the consortium expected to find a difference in entrepreneurial education across different regions of Europe – particularly it was expected that institutions in Eastern Europe would have a less elaborate model of entrepreneurial education compared to Western Europe. entrepreneurial degrees are instigated. changes are taking place in the other five dimensions of entrepreneurial education as the institutions become more experienced.3 Differences across Europe (EU15 vs. However. In particular. more staff. More resources are allocated. The expectation was substantiated with respect to the scope of entrepreneurship in HEIs.involved in entrepreneurial education Provide recognition for achievements in entrepreneurial education Formalised procedures of evaluating entrepreneurial strategy Half of institutions (41 %) In a quarter of institutions (24 %) Half of institutions (40 %) In a quarter of institutions (24 %) Half of institutions (46 %) Half of institutions (58 %)
In half of institutions In half of institutions (40 %) (48 %)
Resources
Income-generating activities related to entrepreneurial education Allocate dedicated funding to entrepreneurial education Two thirds of institutions (71 %) Half of institutions (53 %) Majority of institutions (73 %) Two thirds of institutions (64 %) Two thirds of institutions (70 %) Half of institutions (58 %) Majority of institutions (85 %) Two thirds of institutions (67 %)
Average size of entrepreneurial education budget per student
€59
€111
€635
€242
As can be seen in table 2-2. alumni and stakeholders are involved in the activities etc.

Therefore. The leading institutions have left this narrow focus and now embrace a much broader definition of entrepreneurship as value creation or sustainable change. whereas the conclusions regarding the national and the EU levels are based on our visits to leading educational institutions in Europe. a misconception of what entrepreneurship is. for national governments and for individual institutions. many have felt that entrepreneurship is at odds with the values prevalent in academia. and providing recognition for achievements in entrepreneurial education. the objective is to create and disseminate knowledge as a common good – not to create knowledge for one’s own personal gain/profit. The leading institutions are beginning to focus more on mindset and attitudes and less on particular business skills. The recommendations at the institutional level are based on the benchmark analysis and the case studies. in some of the dimensions it seems that more institutions in EU>15 have a broader model of entrepreneurial education with more institutions having entrepreneurial professors and degrees. 2. more resources seem to be allocated to entrepreneurial education in institutions in EU15 compared to institutions in EU>15. for example. In fact. The emergence of. However. as well as on discussions with the EU Commissions Expert group on Entrepreneurial Education and with leading policy makers in selected member states. national governments and higher educational institutions) need to embrace a broad definition of entrepreneurship. providing shelters
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. social entrepreneurship signals that entrepreneurship is much more than a commercial activity – it is a state of mind that can be applied to all settings and aspects of life. Much of the resistance from academics to pursue the entrepreneurial agenda is. In academia.Allocate dedicated funding to entrepreneurial education
Two thirds of institutions (66 %)
Half of institutions (42 %)
Average size of entrepreneurial education budget per student
€350
€283
As can be seen from table 2-3 there is not a great difference between the two regions on key aspects of the six dimensions of entrepreneurial education applied in the specific survey. it has been difficult to get the academics (outside the business schools) to support and engage in the entrepreneurial agenda. For example.4 Recommendations
The conclusions show that Europe still has a long way to go before entrepreneurial education is available in all educational institutions. The courses have focused on business plan writing and product development. placing the strategic responsibility at the top-management. Consequently. in our understanding. A key recommendation that cuts across all levels is related to the definition of entrepreneurial education. All levels (EU. Consequently there is a long way to go. but our analysis highlights several recommendations on how to accelerate the way forward for the EU Commission. Entrepreneurship has previously been closely linked to starting up businesses for profit.

for example by seeking unconventional sources of finance for research projects. This requires an entrepreneurial approach to. The institution establishes an incubator or technology transfer office. The HEIs are advised to make the academics understand that the decision to engage in entrepreneurship does not equal business venturing (although it can be a part of the strategy). For the academics this means that they should apply an entrepreneurial attitude in their working lives. Several EU countries have large public sectors and comprehensive transfer schemes that need to be financed and that function under increasing demand for quality and quantity. etc. initiating and running research projects. and a multidisciplinary approach. whereas the value created by the new search engine falls into the hands of the entrepreneur. We hope that this survey will help inspire the process. This slow evolutionary process can be shortened dramatically and lead to much more sustainable impact if the broad definition is introduced at the top level of management and then fed down through the system. how to write a business plan). The broad definition must not only gain acceptance in the HEIs.g.g. Both examples are about creating value. The entrepreneurial agenda will only find its way into all fields of the HEIs if this broad definition is applied. for example. is one way of attaining this. However.
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. as applied for instance by Stockholm School of Entrepreneurship. just as creating and marketing a new search engine as a competitor to Google is entrepreneurship.for the homeless in a new and efficient way is entrepreneurship. collaborating with private companies.000 million. Our analysis shows that leading institutions spend around €180 per student on entrepreneurial education. we would like to emphasise that the cost of implementing the recommendations and making entrepreneurial education available across all institutions in Europe will be high. extra-curricular projects. However. Although these are important aspects of entrepreneurship. the institutions also need to embrace the broad definition of entrepreneurship in course content and in entrepreneurial education in general. taking a multidisciplinary approach. the study has revealed an evolutionary tendency in the institutions’ way of engaging in entrepreneurial education. but it is a decision to expand the entrepreneurial spirit across the institution. suggesting a need for additional funding of €9. There are many ways an academic can be entrepreneurial. 11 million students do not have access to entrepreneurial education. using experimental teaching methods in the class room. Often. In the first example. Today. the majority of the entrepreneurial courses offered focus on business venturing skills rather than mindsets (e. elderly and health care. the institutions’ initial involvement in entrepreneurship education is linked to the understanding of entrepreneurship as mainly business creation e. We believe that this broader definition is also necessary for the competitiveness of Europe. Doctors and nurses need to think and act entrepreneurially and to create new value. teaching projects etc. the homeless benefit from the created value.

An old saying is: you get what you measure.4.1
EU level
The following recommendations are related to the role of the EU Commission in promoting entrepreneurial education: Facilitate and allow for the use of EU structural funds for financing of entrepreneurial education initiatives in HEIs. in particular small and medium-sized enterprises. One of the best examples of the power of this approach is the effect of the EU publishing the implementation rates of Single Market directives.2 National level
Four recommendations are related to the role of the national level in promoting entrepreneurial education. even within the same countries. Initiate an EU-programme that facilitates the exchange of entrepreneurial teachers across Europe (scholarships).0 and as part of the Commission’s reviews of member states’ National Reform Programmes. Two possible ways of tracking entrepreneurial education seem possible. Firstly. These targets could include entrepreneurship. Funding of the activities is a critical part of introducing entrepreneurial education. Include measurements and targets for the spread of entrepreneurial education in the Lisbon V2. Many of the people we spoke to. but a detailed description of the possibilities can help member countries to use this stream of EU funding to finance entrepreneurial education. This requires that comparable data for the area are constructed and updated regularly. who were responsible for entrepreneurial education. The development over time can then be tracked in the yearly National Reform Programme reviews. This recommendation will allow for a large pool of funding possibilities. with the European Enterprise Awards that recognise excellence in promoting regional entrepreneurship and reward outstanding initiatives. The EU could give a yearly award to the best entrepreneurial institution. The resources for entrepreneurial education should be no different from other types of
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. 2. The EU Social Fund can be used to finance entrepreneurial education. Simply measuring the performance of various institutions and countries and publishing the numbers can have an impact on performance. develop a policy programme on how to mainstream entrepreneurship into higher education and set aside resources.2. DG Enterprise already encourages regional and local authorities to create a favourable environment for business. Structural funds can be used for educational purposes today. The Lisbon agenda will be updated and new targets will be set. The Commission can provide countries and project managers with ideas on how to do this. but the institutions would gain access to additional government funding if they fulfil a number of requirements.4. The programme would be voluntary for the institutions. Nobody wants to be behind. mentioned a lack of co-operation across institutions. An additional award for entrepreneurial education could be included in this event.

for example.education. to mention a few. for example. Rules and regulations imposed by the funders (often national government) can have a limiting effect on the institutions’ possibilities – for example in integrating entrepreneurship in the curriculum or promoting professors of entrepreneurship. Finally. ensure that HEIs are not restricted in their pursuit of the entrepreneurial agenda. Thirdly. The funding needs to be supplemented by a deliberate action to help institutions to formulate their strategies and initiatives. A national taskforce consisting of entrepreneurial education experts could help these institutions. In the long run no incentives should be needed. that institutions wishing to engage in entrepreneurial education can acquire. The Netherlands has. by providing an incentive. entrepreneurial education requires more activities than most other forms of education. Student incubators. These regulations ensure equality across institutions within a region or country. First. The formation of an entrepreneurial mindset is a joint effort from primary education to tertiary education. The institutions are therefore often restricted in their ability to act independently. so new approaches have to be developed. are all activities that are costly. host seminars on good practice in entrepreneurship.
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. but two differences do exist. as one study level feeds into the other. The recommendations at the institutional level highlight several of the areas where the institutions need more freedom. The costs of entrepreneurial education are high and very little is known about the effects of this type of education. government can increase the speed of adaptation. make a video presentation of entrepreneurial education. on tenure track and the number and discipline of professors. Second. the focus must be on the entire educational system. Another possibility is to allocate earmarked resources to universities or have a system where all institutions which can produce a strategy for implementing entrepreneurial education will receive resources. made universities compete for funding for entrepreneurial education. No governments are currently doing this at a systematic level. The taskforce could collect and disseminate examples of good practice in entrepreneurial education at the institutional level (preferably for different types of institution) and at teacher level (examples of the entrepreneurial education teacher). National governments should closely examine their governance regulations and ensure that HEIs have the freedom to implement entrepreneurial education. Secondly. Many institutions have a willingness to engage in entrepreneurial education but lack the know-how. but they may hamper entrepreneurial management teams in implementing entrepreneurial education. Regulations exist. An additional reason could be that competition among HEIs might not be as intense as it is in the US. business plan competitions and advice services. Several methods for constructing these incentives exist. HEIs in Europe are financed by either central or regional government. National government should construct a system to evaluate the effects and set targets and goals for their entrepreneurial education. track and evaluate the effects of entrepreneurship. This reduces the external pressure for integrating entrepreneurial education.

for example. This issue was discussed at the EU Commission’s conference in Oslo in 2006. on the basis of their academic merit and scientific achievement. Therefore institutions should explicitly devote time and resources to undertake this never-ending task. entrepreneurial students and staff.The efforts at the university level need to build on the efforts in the rest of the educational system.4. These networks are time consuming to build and maintain. HEIs need to focus both on the supply and the demand side in their efforts to promote entrepreneurship – the demand side being the students’ interest in participating in the courses and activities. These networks can also support the goal of being an entrepreneurial institution. a way of ensuring that the teaching does not exist only in a theoretical setting. the goals and aspirations need to be very explicit and known throughout the institution. However. Institutional Infrastructure HEIs should set up an infrastructure that supports entrepreneurial education. This way the institutions can put together top management teams with different competencies and experience. Outreach HEIs should track the alumni and actively involve them in their efforts to promote entrepreneurial education. HEIs need to recruit top management on the basis of their managerial skills and not. The different elements of the infrastructure are not as important as taking the first step. the supply side being the courses and the activities themselves. Furthermore. incubators and chairs in entrepre-
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.3 Institutional level
The recommendations at the institutional level follow the structure of the six dimensions of the framework model: Strategy The highest level of the institution needs to support the entrepreneurial agenda in order for the institution to become entrepreneurial. but gives the students an experience and insight into the real world. TTOs. Primary and secondary educational institutions also need to address entrepreneurship. as in many countries. HEI should also build strong networks in the regional community. The outcome of the conference the "Oslo Agenda for Entrepreneurial Education" is a rich menu of proposals aimed at creating this link between the levels of education. 2. The vision should reflect a broad definition of entrepreneurship. promoters of the entrepreneurial agenda need to be in place at all levels in the institution. The entrepreneurial vision. Entrepreneurship is much more than “just” starting businesses: it is a mindset for creating sustainable change. Having stakeholders who make a contribution to entrepreneurial education is.

generating spin-off activities. Another way to continuously improve is to conduct studies of alumni where 1) students express what skills they are missing having graduated. for example. new sources of funding etc. so that the member of staff developing his or her own entrepreneurial course is aware of what overall objectives the institution is trying to achieve. taking “industrial professorships”. The funding needs to be a long-term commitment. HEIs can construct ways of tracking changes e. Resources HEIs need to allocate funds to promote the entrepreneurial agenda.neurship are all a part of signalling to the outside world. This recommendation is especially important for institutions that are new to the field of entrepreneurial education. e. Development HEIs need to develop ways of evaluating the quality and relevance of their entrepreneurial teaching. who can have a very positive influence on entrepreneurial education. This can provide a benchmark for other institutions wishing to promote the entrepreneurial agenda. 2) as a tracking device providing knowledge about the alumni’s entrepreneurial endeavours after graduation. This will enable the institutions to attract entrepreneurs (from the business world). HEIs need to ensure that some parts of entrepreneurial education are credit bearing.
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. Institutions should consider how they can spur the entrepreneurial mindsets of their academic staff – this can. Differences between various types of professors are needed. For example. collaborating with the corporate world. the institutions can do ex-ante/ex-post evaluations of the students before and after they have attended entrepreneurial courses. research methods.. and internally. as well as on the overall entrepreneurial spirit in the institutions. The credit system needs to be such that ECTS points can be assigned in a flexible way to fit the various activities. the institutions could do the same evaluations on a control group. Most European HEIs have more or less standard wage levels for professors. In addition. HEIs need to be aware that entrepreneurial teaching staff act as role models for the students. taking risks in the use of new experiential teaching methods.g. be done through the reward system where academics will be rewarded for entrepreneurial behaviour. This makes it important that the overall institutional goals/strategy are explicit and known throughout the institution. that entrepreneurship education is seen as important.g. Teaching & Learning HEIs need to develop entrepreneurial courses that support and are aligned with the overall entrepreneurial goals and strategies. HEIs need to adopt more flexible reward and salary systems. The leading HEIs in Europe spend around €180 per student. in mindsets.

.

i. 3.e. The methodology designed for the study has been built around a framework model. To be able to understand and illuminate the relevant perspectives of entrepreneurship education in European higher education. This framework model will be introduced in the following sections. developed to help structure the rather complex field of entrepreneurship education and higher-education institutions. This framework model has been the backbone around which the data for the survey has been collected and analysed. the consortium has based this study on both quantitative and qualitative data-collection methods. the methodology of the quantitative survey is outlined together with how the two parts of the survey − the general survey and the specific survey − have been designed to provide the answers that the survey set out to give.
METHODOLOGY OF THE SURVEY
This chapter outlines the methodology of the survey and explains the choices the consortium has made in order to get as comprehensive a picture of the state of play in entrepreneurship education in European higher-education institutions as possible. Thirdly. the methodology of the benchmark carried out on the basis of the specific survey is presented. analyse and present the results of the survey in a clear and coherent way. Finally.1. the chapter outlines the methodology of the qualitative part of the survey and explains how the qualitative part links in with the quantitative part. At the end of the chapter the limitations of the chosen methodology will be discussed to give a picture of what the survey can be said to conclude and where there is a need for more in-depth information to draw conclusions.3.1 An integrated approach to entrepreneurship education
The underlying assumption in the survey and in how the consortium understands entrepreneurship education is that it has the potential to encourage entrepreneur-
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.1 The framework model
In order to fulfil the purpose of the survey. and therefore this chapter starts by describing the framework model. the consortium started out by developing a framework model to help structure. Secondly. to map the entrepreneurship education in Europe. 3.

Although this has been an underlying assumption and one that the consortium nevertheless believes in strongly. job creation. the survey has worked towards getting an understanding and a measure of:
• •
The direct output of entrepreneurship education The input in the entrepreneurship education
Figure 3-1 An integrated approach to entrepreneurship education
Knowledge transfer •Knowledge generation •Commercialisation of research •Product/process design Entrepreneurial graduates •Students w. it has not been within the scope of this study to validate this. It will not be enough to exclusively supply students with courses in or
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D D Q Q Q Q ev ua eil l lt t ty to p p m m e en t
Outreach
INPUT
Re so u rc es
se es oc pr g g nin in ar ch Le Tea
Ins t iInst . innovation and wealth generation. This will in time have a positive impact on future economic growth. entrepreneurial mindsets and skills
OUTPUT
HEI strategy (embedded entrepreneurship) Entrepreneurship strategy
The figure shows how the consortium understands the interplay and the distinctions between the two aspects: output being the performance of an entrepreneurial institution. The six dimensions will be presented in more detail below. 3. The output measures will be discussed in more details when describing the performance index applied in the benchmark analysis later in this chapter. But based on this assumption. and input being the different approaches and activities that an HEI can adapt and implement on their road to becoming an entrepreneurial HEI.1 illustrates the assumption that becoming an entrepreneurial HEI is not achieved by focusing solely on one or a few of the dimensions of entrepreneurship education.ship.2 The input – six dimensions of entrepreneurship education
Figure 3. Moreover. n inffra. entrepreneurial skills and attitudes also provide benefits to society beyond their application to business activity.str ras uct tru ure ctu re
s
. fostering the right mindset among students as well as providing them with relevant entrepreneurial skills.1.

• • • •
•
•
Though a complex concept. it:
• •
Engages actively with the wider stakeholder community Internally organises to provide a stronger central steer to entrepreneurial endeavour Promotes the creation of science parks. he argues that an HEI is entrepreneurial when. where. Becoming an entrepreneurial HEI entails a complex process requiring parallel actions in a number of areas. publication and teaching criteria Ensures that the concept of entrepreneurship is embedded in all faculties/disciplines and integrated in the curriculum Encourages a wide range of inter-disciplinary activity. technology-transfer offices etc. Asian. among other things.about entrepreneurship or engage in other isolated efforts such as making use of placement programmes in start-ups. the underlying notion behind the framework is that the entrepreneurial HEI can be analysed in a structured and comprehensive way by focusing on six main dimensions: Strategy − how and if the institutions embed entrepreneurship in the overall strategy Institutional infrastructures − the structures that the institutions establish to support entrepreneurship education Teaching and learning − the entrepreneurial learning opportunities offered by the institutions Outreach − the involvement of the institutions in the wider community Development − how the institutions ensure a sufficient quality in their entrepreneurship education through evaluation and the development of the human resources engaged in the entrepreneurship education Resources − how the institutions ensure the scalability and sustainability of their entrepreneurship education through the dedication of resources
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. based on American. incubators. Accepts wider responsibility for the personal development of students and staff Recruits entrepreneurial staff and appoints change agents Builds rewards systems beyond those relating to research. and European experiences. This is indeed evident in Gibb (2005). establishing incubator facilities or appointing professors of entrepreneurship.

However. the methodology and the choices taken in connection herewith.
5
In this survey we are primarily focusing on entrepreneurship education while other aspects of the entrepreneurial university (as for example defined in relation to the idea of the triple helix) are not considered.
Figure 3-2: Six dimensions of entrepreneurship education
Strategy
Entrepreneurship goals Entrepreneurship policies
Resources
Budget allocation Income generation Type of funding
Inst. the consortium has conducted a quantitative survey among all – or close to all – HEI institutions in Europe.1.
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. will be described below. followed by a more specific.2 The quantitative survey
In order to achieve the objectives set out in this study. 3. infrastructure
Approaches
Teaching & Learning
Courses
Outreach
Alumni
Development
Evaluation
Entrepreneurship appointments Research in entrepreneurship
Degrees
Links with stakeholders Community engagement
User-driven improvement Human resource devel.1 A survey in two parts
Initially.2 is by no means seen as exhaustive. in-depth survey among those who answered that they offer entrepreneurship education. a general survey to include all HEIs in Europe. The idea is that the six dimensions constitute a general framework that can be applied when conducting benchmark studies of entrepreneurship education at HEIs ensuring comparable data across countries and institutions. cf.
Strategic embeddedness
Curriculum
Cross-discipline structures
Teaching methods Extra-curricula activities
Figure 3. it should be noted that the list of elements in each dimension in figure 3. the consortium designed the quantitative survey as a two-step process: first.These dimensions constitute the input side (the framework conditions) with which the HEIs can work to become entrepreneurial HEIs5. & mgmt.2. 3.2 presents an overview of the six dimensions and the elements included in the individual dimensions. but is assumed to represent the most fundamental elements needed to be addressed in this particular survey. The quantitative part of the survey. figure 3.2.3 Making the framework operational
In order to use the framework model as a guiding instrument throughout the study the six dimensions have been unfolded in a number of sub-categories. 3.

the first step in the data collection was to build up a database of higher-education institutions and contact persons. Routledge. when the consortium started working on the survey. Bryman. The results of the specific survey provide the background data for chapters 6 to 10.However. Alan & Barbara Finlay (1997): Statistical Methods for the Social Sciences. which is the part of the survey that has only been completed by HEIs who. it became evident that the two surveys could and should be carried out in one working process. The results of the general survey are presented in chapter 4.2. 5th edition. This is based on answers from a share of all the higher-education institutions in Europe − institutions involved in entrepreneurship education as well as institutions that are not.
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. In the following the two parts of the survey are referred to as: The general survey. The purpose of the specific survey on the other hand was to map the nature of the entrepreneurship education. A joint process would allow those who do not offer entrepreneurship education to answer only a few questions. Alan (2001): Social Research Methods. David (2002): Surveys in social research. and The specific survey.2 Data collection
Since one of the objectives of the survey was to do a mapping of entrepreneurship education in higher-education institutions in Europe. The reason for this choice of focus was that the nature of entrepreneurship education can only be investigated through institutions that in fact engage in entrepreneurship education. and those involved more actively in the field to answer a more extensive questionnaire about their efforts.
6
Based on: De Vaus. and be able to draw conclusions and make recommendations. The purpose of the general survey was to contribute to the mapping of the scope of entrepreneurship education in the European higher-education institutions. 3. The two survey parts are described in more detail below6. This survey was targeted towards institutions that stated that they had entrepreneurship education above the threshold set by the consortium. Agresti. At the same time the definition ensures that the survey included not only universities and business schools but all types of institutions with at least bachelor level. to provide good-practice examples and inspiration to other institutions. in the general survey. The consortium worked with a definition of an HEI as an institution that offers education at bachelor level or higher to be able to identify and select institutions and secure a relatively high level of comparability across the rather different education systems in Europe. With this survey the consortium wanted to illustrate what those who have entrepreneurship education actually do. which covers questions answered by all institutions regardless of their involvement in entrepreneurship education. 3rd edition. indicated that they had courses where entrepreneurship accounted for at least 25% of the content. Oxford. Prentice Hall.

europa. the first task for the consortium was to generate lists of institutions. neither on a European level. The report from this work has been published in the spring of 2008 and can be downloaded from http://ec. or up-to-date links to where this information could be found.
7
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.899 higher-education institutions in total to be included in the database covering 31 countries. The distribution of HEIs on country can be found in table 1 in appendix A. the lists underwent a thorough validation process. nor for most European countries. For other countries the consortium was obliged to conduct a more comprehensive internet search to complete the lists. to ensure that the lists were updated and incorporated all HEIs. the consortium identified 2.eu/enterprise/entrepreneurship/support_measures/training_education/entr_highed. All of these institutions were invited to participate in the general survey. It has two sections. including name and contact details of the president/rector for the institution for all the 31 countries in the survey. In completing the task. Then.e.
Parallel to this survey the EU Expert Group on Entrepreneurship Education has worked on the same theme but seen from a national government and expert perspective.pdf The EU Expert Group has acted as a reference group for the survey. the consortium went over the ERASMUS lists of institutions eligible for EUERASMUS 1996-2007. to the best of our knowledge this list is a fairly comprehensive list of HEIs in the 31 European countries (i. ministries and other relevant resources. The consortium has tried to remedy any missing institutions by also informing about the survey through channels such as the European University Association (EUA). However. The lists were generated using a number of central sources: First. The Expert Group members helped validate the lists in different ways: Some of them submitted completed list with contact details etc. Consequently. In this process the lists (one for each country) were sent to the members of the EU Expert Group on Entrepreneurship Education appointed by the DG Enterprise and Industry7. and individual members of the group have been very helpful in different ways during the data collection phase.Lists or databases of higher-education institutions that could be used for this purpose did not exist prior to this work. 3. the entire population of HEIs). and one for the specific survey.2. one for the general survey. the European Foundation for Management Development (EFMD) and other international networks.3 The questionnaire
The questionnaire was developed on the basis of the framework model described above. In this effort the consortium members have used their network contacts: national agencies. The consortium cannot guarantee that every single higher-education institution has been identified.

the questionnaire.2.). Karen Wilson and Professor Paul Hannon. as well as Mr. who have acted as internal experts to the consortium. This process ensured that the questionnaire was in line with some of the work carried out by Prof. The pilot testing was designed to cover different European regions. with more information. the introduction text and the cover letter were translated into German and French. different types of organisations etc. all being the top managers of the institution (the rector. if the questions were understood the way they were intended and the same way by the respondents. but they were not able to participate in the workshop. i. The pilot test was designed to ensure the quality of the answers by testing reliability and validity (for instance. The general part of the questionnaire ended with the screening questions where the institutions were also asked to answer whether they had entrepreneurship education.4 Conducting the survey
The survey has been undertaken as an internet-based survey using a software system developed and run by NIRAS Consultants. and.In the general part the questions were designed to establish the type of institution. who are renowned experts in the field. Subsequently. the questionnaire and the framework were discussed in a workshop with the participation of Ms. To ensure the relevance and the validity of the questionnaire and the questions asked. For each dimension and each sub-dimension in the framework model a number of questions were formulated to capture these dimensions. the length of the questionnaire etc. Simone Baldassari from the DG Enterprise and Industry. In the process the consortium also drew on the knowledge and expertise from representatives of the Kauffmann Foundation.e. if they did. the number of students and other output-related areas that could be answered by all institutions. a short introduction to the background of the survey and links to the survey homepage. The potential respondents. Paul Hannon and Karen Wilson. The survey was conducted following the schedule below:
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. The pilot testing resulted in yet another fine tuning of the questionnaire and a reduction in length. four potential respondents who were interviewed at length after filling out the questionnaire and two other who gave more general comments. 3. and checked again by educational specialists in Germany and France to ensure the quality of the translation. The results of the workshop were used to adjust the questionnaire which was then adjusted accordingly and finally pilot-tested. the contact persons identified in the above process. the president or the like) have all received an e-mail with an invitation to participate in the survey. whether they were under or over the threshold mentioned earlier. The pilot test included six persons. The specific survey was designed on the basis of the framework model described above.

who then were in charge of finding the right person to answer the questions.Table 3-1: Timing of the survey Countries All but the Netherlands. Italy and the UK The Netherlands Italy The UK SUM Launch date 19 March2 April 2008 3 April 2008 17 April 2008 13 June 2008 Number of invitations sent 2.484 83 180 152 2. The Netherlands.e. the United Kingdom and Italy were exposed to the same follow-up procedure. i. From the outset. the follow-up procedure changed from e-mail to telephone. the consortium decided to apply a targeted telephone follow-up in order to get as many respondents through to the specific survey as possible. Since it was not within the scope of the study to contact all institutions on the phone. and for the United Kingdom the reason was that cooperation with the National Council for Graduate Entrepreneurship (NCGE) made it necessary to make some adjustments in the timing. the consortium was aware that getting responses to the questionnaire would be one of the biggest challenges.899
The delays in the launch dates for the Netherlands and Italy were due to problems completing the lists of institutions. After this date. a number of follow-up procedures were undertaken:
Table 3-2: The follow-up procedures Activity 1 launch 1st reminder 2nd reminder 3rd reminder Letter to members of Expert Group asking them to point to the largest institutions/ HEIs with many students Reminder to the members of the Expert Group Telephone reminders to selected HEIs 1st reminder Telephone follow-up The survey is closed
st
Schedule Deadline 14 April 2008 15 April − deadline 21 April 2008 22 April − deadline 28 April 2008 28 April 2008 22 April 2008
5 May 2008 6-20 May 2008 27 June 2008 29-30 June 2008 4 July 2008
Up until 6 May 2008 the follow-ups were in the form of e-mails to the identified contact person in the institution. Therefore. the president/rector.
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. only delayed a few weeks because of the postponed launch.

or started to answer the questionnaire unprompted.5 Reliability and validity of the survey
In this section the actual sample is evaluated in relation to reliability and validity. and 4) that the questionnaire was rather long. table 2 in appendix A. or been contacted in the follow-up procedure. Thus. and not easily filled in. 2) there are many evaluation and monitoring activities going on around Europe. whereas the increase for the countries where the random follow-up-procedure has been applied was two percentage points (from 45 percent to 47 percent). To ensure the reliability of the responses. The risk of focusing the follow-up procedures on institutions more likely to have entrepreneurship education was to distort the results of the general survey. which the consortium consider as satisfying. For those countries. 3. the response rate is 24.In order to be able to do so. It was attempted to ensure that in all countries a minimum of 50 percent of all institutions had either answered. taking into consideration that 1) the invitation was sent to a very broad spectrum of institutions. meaning the institutions get a lot of questionnaires. it has been necessary to exclude several respondents.899 HEIs invited. while the consortium for the rest of the countries relied on a representative approach. the increase corresponds to four percentage points (from 33 percent to 37 percent). i. However. Further analysis of the data shows that following the follow-up procedure there has been an increase in the rate of respondents in the specific survey versus respondents in the general survey in those countries where the qualified follow-up-procedure has been used. 3) that the point of entry was the president/rector. A total of 816 institutions were contacted via telephone. there was no significant difference in the distribution of the answers before and after the extended follow-up procedure.5 percent. However.e.e.2. Thus. cf. if it was to be completed fully. the consortium asked the EU Expert Group to help by giving their input to which HEIs it would be relevant to contact. and the follow-up procedure resulted in a higher number of responses. The
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. 664 institutions have responded to the invitation. This difference is not seen as having any significant impact on the representativity of the general survey. the consortium used the prioritised list of HEIs to target the follow-up procedure. the scope of entrepreneurship education across Europe. During the descriptive analysis process it appeared that a considerable amount of institutions have only answered a few questions in the questionnaire. analyses of the data before and after this follow-up procedure showed that this procedure did not bias the responses. Of the 2. where the EU Expert Group gave their input (13 countries out of 31). The consortium subsequently analysed whether this follow-up procedure gave a distorted response. The number of institutions contacted in each country was decided on the basis of the total number of institutions in the country and the response rate at the time of generating the follow-up lists. the response rate and potential selection biases are addressed. i.

having entrepreneurship education above the threshold 2.5% 397 51
206 448 16.e. since all have had an invitation and several reminders. less than three questions in the questionnaire were answered) Net sample** Net response rate Number of institutions who completed the specific questionnaire. ** Please note that in this sample not all respondents have answered all the questions.5% 198
Note: For detailed information about country distribution of the numbers above. it is important to stress that all institutions have had an equal opportunity to answer the questionnaire.709 664 24. the number of respondents.e.8 In the further analyses the net sample is used. n. varies in each question. which is examined below.
3. i.
Table 3-3: Facts about the population and the sample
Gross population (invitations send out) Returned e-mails – incorrect e-mail addresses that could not be corrected Net population Responses = gross sample Gross response rate Responses fully completed Responses partly completed (i. please refer to table 1 in the appendix * For a few questions it has been necessary to supplement or qualify answers with further information available via the institution homepages.criterion used has been that if a single HEI had less than three answers in the general questionnaire (consisting of eight questions in total). This is the case for question two (number of academic staff) and question three (number of students: undergraduates / graduates / postgraduates).1
Selection bias
Another important part of assessing the quality of the data is by analysing the representativity of the sample. a selection bias is expected according to experience with entrepreneurship education. Thus. Analyses show no significant difference according to geographical region and to language barriers. and as
8
It has been tested whether there is a bias in the answers excluded compared with those not excluded. more than three questions in the questionnaire are answered) * Responses insufficiently completed (i.2. This means that there might be variations in interpretations of the questions (particularly because the survey was conducted in 31 different countries). The statistics of the survey are presented in more detail in the below table.e. However. First of all. the HEI has been excluded.5. which has made it possible to include more of the answers.899 190 2.
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. However. it must be kept in mind that the data is selfreported.

9 percent of the institutions non-weighted) have in curricular or extracurricular activities been focusing on the development of entrepreneurial behaviour.709
8.0% Number of responses 71 164 123 101 459
Northern Europe Central Europe Southern Europe Eastern Europe Total sample
228 862 831 788 2. as table 4 in appendix A shows. type of institution and entrepreneurship activities.000)
This table shows that there are geographical differences in the response rate. a bias according to language has been examined. this slight bias has a negligible effect on the distribution of answers and hence is not seen as problematic. the sample (i.1% 100. which makes the analyses very vulnerable to unsystematic changes (for instance one or two institutions not answering or being excluded from the analyses). A measurement of the relationship between regions and response rate has had the following result: Cramer’s V: 0. skills. relationship. In numbers this means.5 percent of the institutions) have
9
To ensure the validity of the test and its interpretations. the answers) has been compared with the population (i. knowledge. no cross-country comparisons are made. This indicates that there is a selection bias with especially Northern and Central Europe slightly overrepresented and Southern and Eastern Europe slightly underrepresented. First.132 (p=0. However. language.e. mindsets and experiences.7% 29.0%
Please refer to table 3 in appendix A for further details. The measurement indicating a relationship between response rate and geographical region proves a significant. To examine potential selection biases. Therefore. and as table 1. The reason is that several countries only have few cases. it is chosen only to perform analyses on a regional level instead of a country level.a result there can be different types of answers to the individual questions in the questionnaire.5% 35. a potential geographical bias has been analysed.0% 100. Nine out of 31 countries (or 32.
Table 3-4: Geographical distribution of the survey Population Regions % of entire population Population Country Net sample Regions % of all responses 15. that 86. In conjunction with the geographical selection bias.5 percent of the institutions if weighted (instead of 86.8% 30. all the invited institutions) in relation to geography. but fairly weak.8% 22.7% 26. 1A and 3 in appendix A indicates these differences are even higher at country level9.e.4% 31.
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.

Luxembourg. Hence.1 percent of HEIs in the survey are working with entrepreneurship. it should be noted that the issue of representativity is primarily relevant when interpreting the results of the general survey. there appears to be a selection bias related to prior experience with entrepreneurship education in the survey. An analysis of this shows. Germany.4 percent. that there appears to be a weak. i. However. France. It can be argued that institutions working with entrepreneurship already will be more likely to answer a questionnaire about entrepreneurship education than institutions that do not work with entrepreneurship. Among native speakers the response rate is 22. the bias is only relevant for the analysis
10
The questionnaire has been presented in three languages. Analysis of selection bias requires information about the entire population as well as the sample. Ireland.been offered the questionnaire in their native language10 (cf. Liechtenstein. 43.4 percent of the sample have been fulfilled in English) and French (86 respondents or 13 percent of the sample have been fulfilled in French).1 percent of the sample have been fulfilled in German). which is: German (107 respondents or 16. However. Finally. two countries have been selected as cases to evaluate this bias. it is not possible to eradicate it totally.6 percent Thirdly. This indicates that institutions not involved in entrepreneurship education to a larger extent have not answered the questionnaire sufficiently and have thus been excluded from the analysis. a selection bias according to type of institutions has been examined. English or French: Austria.8 percent Of the institutions being excluded from the gross sample only a few started on the detailed questionnaire. since this activity encompasses the whole sample of HEIs in Europe. It should be kept in mind that by definition the specific survey is not representative since the respondents have been selected according to a criterion of entrepreneurship education. The analysis shows that there is no significant selection bias according to type of institution (cf. while among non-native speakers it is 16. Belgium. Malta. The consortium has tried to counteract this selection bias in the formulation of the introduction letter and in the follow-up e-mails.The following countries are seen as native speakers in German. and the objective of it is to map the scope of entrepreneurship education across Europe. it is relevant to note that 86 percent of the 664 institutions answer that they have entrepreneurship education and that 198 out of the 664 institutions in the gross sample answer that they have entrepreneurship education over the survey threshold of 25 percent which equals a rate of 29. English (474 respondents or 71. Hence. in this study we do not have information about which types the institutions are for the total population. Consequently. however. These two countries – Denmark and Bulgaria – are selected as they are very different countries from different regions. it is relevant to evaluate how representative the sample is according to the institutions’ experience and work with entrepreneurship.e. This means. but significant relationship between response rate and whether the questionnaire has been offered in the native language. that if we use the net sample as baseline.
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. To asses this. the threshold. table 6 in appendix A). United Kingdom. table 5 in appendix A).

the consortium used the framework model to make sure that the interviews would cover and illustrate good practice in all of the six dimensions. the differences between the frontrunner institutions and the institutions lagging behind will probably be greater than what the benchmark analysis will show.1 Selection criteria for the in-depth interviews
Overall.
2.
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. compensation for the bias has been applied. Eastern European countries are underrepresented in the study. Consequently. the following principles were applied in the selection of HEIs for the in-depth interviews: First. as explained in chapter 5. 3.3. the consortium has conducted a total of 46 in-depth case studies based on personal individual or group interviews with relevant people in European higher-education institutions of particular interest. There are two major reasons for these assumptions:
1. In addition to interviews in HEIs. 3. Based on the a
priori assumption that entrepreneurship education is not as widely spread across institutions in Eastern Europe as in the remain countries. the identified selection bias makes us believe that the share of institutions in the general survey indicating that they have entrepreneurship education can thus be seen as the maximum proportion of institutions in Europe involved in entrepreneurship education. And a smaller share of the institutions in these countries will probably be engaged in entrepreneurship education. the Eastern European countries will therefore more likely be home to some of the lesser performing institutions in terms of entrepreneurship education. barriers and incentives to introduce entrepreneurship education in higher education as well as good practice within this field. and in these analyses. we just have to acknowledge its existence. and three interviews have been conducted with government representatives in countries that have put particular emphasis on promoting entrepreneurship education through national policies. the consortium has also interviewed a pan-European association (EUA) and two students’ organisations (AIESEC and JADE).of some of the questions in the general questionnaire. relatively speaking. Institutions that already are engaged in entrepreneurship education have been
more prone to answer the questionnaire. Furthermore. the selected HEI should of course have some good practice examples of entrepreneurship education to talk about. In researching this. Due to the lack of comparable studies on entrepreneurship education we are not able to identify the size and scope of the latter bias.3 Qualitative data collection
To get a grasp of the nature of entrepreneurship education.

The table below shows the distribution of case interviews on types of highereducation institutions. type of institution. A total of 78 potential case institutions were approached of which 46 accepted to participate in the survey.Secondly. technical / non-technical and business school / non-business school. And finally. the availability of people to participate in the interview was also a factor. The HEIs for the in-depth interviews were identified through a number of different channels: The answers to the specific questionnaire were among the main sources. The EU Expert Group members were also asked to put forward relevant cases. “Snowballing” has been used where during their interviews institutions were asked to single out additional relevant cases in their country in instances where no other information could be found. and the consortium furthermore included some of the cases mentioned in the report published by the Expert Group.
Table 3-5: Distribution across type of HEI
Type of HEI Art and design Economy and business Entrepreneurship academies Information technology Multi-disciplinary Technology/science Policy. Furthermore. student organisations and other pan-European associations Total
Number of cases 2 6 4 1 19 8 6 46
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. the consortium attempted to get a distribution on country. And finally. the consortium’s internal experts Paul Hannon and Karen Wilson were consulted and asked to pinpoint interesting institutions on the basis of their vast experience in the field. especially since the interviews had to be carried out in the period May to July 2008. existing analyses. data collections and literature on entrepreneurship education were consulted for information on where to locate relevant institutions. a traditionally busy period for higher-education institutions due to examinations etc.

student organisations and teachers’ associations Total
Number of HEIs 6 13 2 2 11 6 6 46
3. used as an underlying grid for the study and it was ensured that five of the six dimensions in the framework were covered in the interviews.3 Development of the interview guides
The interview guides were developed according to the framework model. strategy and obstacles/recommendations. Similarly.The framework model was. all HEIs were interviewed on teaching methods as one of the objectives of the study was to investigate the pedagogy applied in entrepreneurship education across European institutions. Upon the agreement to participate in an interview. the respondent received a letter of confirmation.3. and five specific interview guides each cover one of the remaining five dimensions of the framework model. If they agreed. as mentioned. they were asked on the basis of their expertise to include relevant colleagues in the interview to ensure a broad picture from for instance both the academic and administrative point of view.
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. A general interview guide covered aspects that all the institutions were asked: background questions.
Table 3-6: Distribution across themes
Primary theme Development Institutional infrastructure Outreach Resources Teaching and learning Across themes Policy. All HEIs were asked to elaborate on the topics of the Strategy dimension as it was the underlying assumption of the consortium that embedding entrepreneurship at the strategic level was of particular importance and a prerequisite for successful entrepreneurship education.3.
11
All but three interviews were carried out face-to-face at the institution. 3.2
Recruitment
Case institutions were primarily contacted through e-mail and asked for a face-to-face interview11.

If the professors are not busy with exams.
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. Paul Hannon and Karen Wilson. One major obstacle has no doubt been the period during which the in-depth interviews were conducted. In some cases the reason was that the most promising candidates felt that they really had too little to offer in terms of good practice and in other cases language barriers seemed to be the problem as several e-mails remained unanswered.3.4 National distribution of in-depth case interviews
The in-depth case studies cover 24 countries. policymakers in three countries. May. Effort was made to reach representatives from all 31 countries in the survey but this was not completely possible. The relevant interview guides were sent to the respondent in advance. The national distribution of in-depth interviews is shown in the below table. June and July are notoriously busy months in the higher education schedule.The interview guides were tested with members of the consortium’s internal experts. they are attending conferences abroad. 3. two pan-European student organisations and one pan-European association for universities.

and it has been used in the report to illustrate and expand upon the conclusions in the chapter dealing with this particular theme of the framework model. In order to make the cases more directly usable as inspiration for institutions interested in developing their entrepreneurship education. the cases have all been indexed using a list of 50 keywords developed by the consortium. All the cases have subsequently been sent to the interview person/persons for quality assurance and to avoid misunderstandings and factual errors. as described above.3.
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. Norway.Table 3-7: National distribution of in-depth interviews Country Austria Belgium Cyprus Denmark Estonia Finland France Germany Hungary Ireland Italy Latvia Lithuania Malta Norway Poland Portugal Romania Slovakia Slovenia Spain Sweden The Netherlands The United Kingdom. They reported the cases following a template to ensure a high level of consistency. the Netherlands) Student organisations Pan-European associations Total Case studies 2 1 1 3 1 2 3 2 1 1 1 1 1 1 1 2 2 1 1 1 1 2 3 4 3 1 2 46
3.5
Data processing
The interviews were carried out by a team of seven consultants from all three companies in the consortium. Each case was attributed to one primary and one or more secondary dimensions from the framework model. including Northern Ireland Policy level (the UK.

2899 European HEIs have been asked to complete a questionnaire. These indicators are weighed into a single index to
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. the survey can be illustrated as in the figure below:
Figure 3-3: The scope of the survey
Number of HEIs included in the data collection task
General survey
The detailed survey HEI above the ”entreprenurshiptreshold” have been asked questions about their entrepreurship education and mindset This corresponds to app. The list of keywords can be found in the reading instructions in Appendix B – Good Practice in Entrepreneurship Education in Europe. 24.
In-depth interviews 46 in-depth interviews have been conducted
All European HEIs
HEIs with experience in entrepreneurship education
3. Summing up. 30% of gross sample.4
The benchmark of performance and framework conditions
In order to identify good-practice institutions. The fundamental principle behind benchmarking is that it investigates the link between performance and framework conditions (the factors that determine performance). the survey has included a benchmark analysis. the performance index as well as the framework index are based on the model presented earlier that identified the most important elements fostering and supporting entrepreneurship education (input) and the output of the institutions’ entrepreneurial efforts (entrepreneurial students and knowledge transfer).The plan is to make a database of the cases were the keywords can be used to search and find relevant experience. If possible the whole report will be online and searchable with hyperlinks.5% of the institutions have answered the questionnaire. Figure 3. Here.4 illustrates that the composite indices for performance and framework conditions are made up of a number of composite indicators (which are made up of a number of individual questions).

Such estimation must be based on substantial and empirical knowledge about the workings of entrepreneurship education. There is no doubt that the analyses would be stronger if the response rate was higher.4. As stated earlier the survey is made under the assumption that there is not one golden path to becoming an entrepreneurial institution but that this goal can be reached in many different ways.1 Weighing the sub-indices
The ranking of the institutions in the benchmark analysis will depend on how the underlying indicators are weighed. 24.5 Limitations
As described above. a few limitations in the data must be highlighted. This assumption has strengthened during the project. In this analysis all the indicators are given equal weight.
Figure 3-4: Performance and framework condition indices
Performance Entrepreneurial students through teaching
Framework conditions
Knowledge transfer
Entrepreneurial students through practice
Strategy
Inst.5 percent of all HEIs in Europe have responded to the survey. Furthermore. 3. and 16. due to the relative novelty of the field of entrepreneurship education and the lack of evaluation of initiatives in the field.5 pct of all institutions have provided sufficient answers to be included. Concerning the quantitative data the response rate is one of the issues that should be mentioned. a common understanding of what an entrepreneurial institution entails is still in its embryonic state. However. it is difficult to estimate the importance of the single variables and indicator in an objective manner. 3. but the
Teaching & Learning
Development
Resources
Outreach
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. Especially when visiting the good-practice institutions it became apparent that institutions are pursuing the entrepreneurial mission in many different ways.determine which countries have the best overall performance and which countries have the best framework conditions. but it provides valuable insight into the workings of good-practice initiatives and institutions. infrastructure
The benchmark method does not attempt to identify causal relationships.

but have a slight overrepresentation of institutions already engaged in entrepreneurship education in the general survey. However. as mentioned above the size of this overrepresentation cannot be assessed which again influences the weight with which the consortium can conclude on the overall scope of entrepreneurship education in Europe. and there are answers from all countries. Paul Hannon etc. Analyses show that there is an under representation of institutions from Eastern Europe. the differences between the frontrunner institutions and the institutions lagging behind will probably be greater than what the benchmark analysis shows. and in the case of Italy and Turkey.
•
•
•
As a result the share of institutions in the general survey indicating that they have entrepreneurship education will most likely be overrated. the consortium tried sending a cover letter translated into Italian and Turkish.
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. most of them three times on e-mail. and the consortium does not consider these examples as representing an exhaustive list of good practice in any way. through Karen Wilson. with a variation in the type of institution as well. The consortium has also attempted to choose examples from as many European countries as possible.statistical analyses of the data show that regardless the response rate the survey has accomplished the objective of mapping entrepreneurship education in Europe:
•
Practically all HEIs in the 31 European countries have been invited to participate in the survey. but the consortium has furthermore supplemented this by including institutions that stood out in the answers to the questionnaire in the specific survey. Regarding the in depth-interviews a limitation is that the selection has to some extent been made on the basis of prior knowledge of good examples. Furthermore. Doubtless. and a variation in how far the development towards the entrepreneurial HEI had come. there could be other examples included. All of the countries have been contacted at least twice. where the response rate was very low. The responses are representative according to type of institution.

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.

.

THE SCOPE OF ENTREPRENEURSHIP EDUCATION IN EUROPE
One of the objectives of this study was to get factual information about the scope of entrepreneurship across the higher-education institutions in Europe. For more information. The present chapter focuses on the scope of entrepreneurship education in a European perspective. The term maximum 48 percent of institutions is used as we are not able to control for the possible selection bias due to lack of data. number of courses. and it has not been attempted. analysing the nature of the entrepreneurship education must be done among institutions that actually have entrepreneurship education.g. i. please see Tables 1. it is estimated that approx.e. extracurricular activities. 4. 10 million of the 21 million students in higher education in Europe have the opportunity to engage in entrepreneurship during their studies. However.4. while institutions without entrepreneurship education are more likely to refrain from taking part in the survey. and in some cases on a regional level.). Based on this mapping.1 Main conclusions
The study shows that a maximum of 48 percent higher-education institutions in Europe have entrepreneurship education. This means that this chapter on the scope of entrepreneurship education is based on the entire sample collected from the web-survey. The following chapters in the report will therefore be based on a smaller sample consisting of the higher-education institutions that have entrepreneurship education. We assume that institutions with entrepreneurship education are more prone to answer the questionnaire. use of external stakeholders etc. while the remaining part of the report focuses on the nature of entrepreneurship education in European institutions. while the remaining
12 13
Please see the chapter on methodology for more information about the screening process.
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. the study should go further into detail with the entrepreneurship education activities detected to get an overview of the nature of the entrepreneurship education in quantitative terms (e. prevalence of entrepreneurship centres.12 This is what is referred to as the specific survey. However. for information about the number of responses from each country.13 Based on this result. those institutions that in the screening question state that they have entrepreneurship courses where entrepreneurship counts for more than 25 percent of the curriculum. please turn to the methodology chapter. 1A and 3 in Appendix A. Analysis on a country level was not the purpose of the report. The answers in the following chapters are analysed on a European level.

An interpretation could be that more than a third of the institutions in the survey only offer entrepreneurship as a part of another course.300 institutions with a total of approx.
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. equally approx. Following this.
14
The total number of students in the 31 European countries is based on numbers from Eurostat and the statistical office in Iceland. the subject of entrepreneurship accounts for less than 25 percent of the course curriculum.800).11 million students do not have access to entrepreneurship education. 47 percent have entrepreneurship education. 86 percent of the institutions answered confirmatory. 7. As expected the close connection between entrepreneurship and business studies has an effect as the vast majority of business schools offer entrepreneurship education. At the more micro-level. e. The total number of students in higher education (21 million) is divided by the approx. general economic or business courses. 10 million students (1. Their highest study level is PhD They offer one or more technical subjects. They tend to be larger in size in term of both students and academic staff. number of higher education institutions (2.2
When screening the institutions in the web-survey the institutions were asked whether they had courses in entrepreneurship.14 In addition it seems that in many institutions entrepreneurship is still just a part of other courses. the institutions were asked whether the subject of entrepreneurship accounted for more than 25 percent in these courses. only half of the 86 percent could confirm this. 1. for example general economic or business courses. The prevalence of entrepreneurship education
• • •
4. 20 percent of the institutions from EU>15 do not have entrepreneurship education – in EU15 the number is 10 percent.g. However. When looking at the scope of entrepreneurship education across regions in Europe it becomes apparent that entrepreneurship education is more prevalent among institutions in the old EU15 countries compared with the relatively new members in the EU (EU>15). figure 4-1. cf. as more than a third of the institutions state that they have entrepreneurship courses.700) to get an average number of students at the institutions (approx. Approx. Also multidisciplinary institutions with a business school department are more likely to have entrepreneurship education than specialised institutions (except specialised technical institutions) and multidisciplinary institutions without a business school department. Taking a closer look at the institutions in this study that offer entrepreneurship education the findings show that:
•
They are most likely to be multidisciplinary institutions with a business school department. Here. the study finds that some types of institutions are more likely to offer entrepreneurship education than others.300 institutions x 7.800 students).

Figure 4-1: The prevalence of entrepreneurship education across higher-education institutions in Europe
Institutions without entrepreneurship education.2. 48%
Institutions with entrepreneurship education but below the threshold. 39%
Secondly.
15
Again. figure 4-1 shows that a little less than half of the institutions in the study actually offer entrepreneurship education where the subject is a significant part of the curriculum. 13% Institutions with entrepreneurship education above the threshold. we would expect to see that more business schools and multidisciplinary institutions with a business school department would offer entrepreneurship education than institutions not having a business subject. not being able to control for the selection bias means that the 13 percent is a minimum estimate.1 Entrepreneurship education across different types of institutions
There is a strong link between business studies and entrepreneurship – in its infancy entrepreneurship was often seen as an element in small business management. It is noteworthy that only 13 percent of the institutions state that they do not offer any kind of entrepreneurship education.
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. Therefore. the entrepreneurship courses they teach today have sprung out of the courses in small business management that the university started teaching some 20 years ago.15 4. where they have been teaching entrepreneurship for a long time. For example at the University of Malta.

The same effect is clear also when isolating the technical specialised institutions. Comparing this with the considerably lower share of multidisciplinary institutions without a business school department offering entrepreneurship education.2. Focusing on the specialised higher-education institutions. but that the subject accounts for less that 25 percent of the curriculum. but instead
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.) are more likely to incorporate entrepreneurship in existing courses but at a fairly basic and introductory level due to its limited share of the curriculum. This indicates that specialised institutions (which cover institutions such as art & design schools. but at the same time the findings show that only very few of the technical specialised institutions state that they do not have entrepreneurship education at all. teacher’s colleges etc. The vast majority of business schools in the study offer entrepreneurship education.Figure 4-2: The prevalence of entrepreneurship education across types of highereducation institutions in Europe
Institutions without entrepreneurship education Institutions with entrepreneurship education but below the threshold Institutions with entrepreneurship education above the threshold
100% 90% 80% Share of institutions 70% 60% 50% 40% 30% 20% 10% 0%
4% 26% 33% 21%
5% 24%
41%
55% 71%
64% 33%
25%
Multidisciplinary HEI with business school department
Multidisciplinary HEI without business school department
Specialised HEI
Independent Business School
Figure 4-2 clearly shows that this expectation is validated by the data.2 Entrepreneurship education across different regions
The consortium’s a priori assumption was that entrepreneurship education would be more in its infancy in the Eastern European countries and more widespread in Western and Northern European countries. Due to the small sample sizes it has not been possible to make a cross-country analysis to investigate this assumption. The same goes for the multidisciplinary institutions that have a business school department. figure 4-2 shows that a considerable amount of the specialised institutions state that they have entrepreneurship courses. 4. the results indicate that at the first-mentioned type of multidisciplinary institutions the catalyst for engaging in entrepreneurship education is likely to be the business school department. technical institutions.

4. there is a greater share of institutions in the EU>15 countries that do not offer any entrepreneurship education compared with the EU15 countries. the number is 36 percent in EU>15.e.
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.3 A comparison of the three groups of institutions
It is possible to give a short characteristic of the institutions offering entrepreneurship education compared with those that do not have such offer or where the share of the curriculum is below the threshold. Figure 4-3 presents the results of this analysis. the subject accounts for less than 25 percent of the curriculum) is also more prevalent in EU>15 than in the EU15. Figure 4-4 shows that two thirds of institutions offering entrepreneurship education are multidisciplinary institutions with a business school department. Iceland. Lichtenstein and Norway have been included in the EU15 group. the group that does not offer entrepreneurship education mostly consists of
16
Turkey. the issue of integrating an introduction to entrepreneurship into existing courses (i.two regions in Europe are compared – the “old” EU1516 countries and the EU>15 (where the majority are Eastern European countries). while the remaining third is divided between specialised institutions.
Figure 4-3: The prevalence of entrepreneurship education across two regions in Europe
Institutions with entrepreneurship education above the threshold Institutions without entrepreneurship education
Institutions with entrepreneurship education but below the threshold
19% EU>15 36% 45%
11% EU15 52% 37%
0%
10%
20%
30%
40%
50% Share of institutions
60%
70%
80%
90%
100%
Figure 4-3 shows that while approximately half the institutions in EU15 have entrepreneurship education. These findings act as descriptive background information about the group of institutions on which the remaining report will concentrate. In comparison. And similarly. multidisciplinary institutions without a business school department and independent business schools. Moreover.

respectively. As the majority of the institutions having entrepreneurship education are multidisciplinary institutions (which to a large degree can be equated with universities).specialised HEIs and multidisciplinary institutions without a business school department. For institutions with no entrepreneurship education the shares are 41 percent and 29 percent. while ten percent have bachelor as the highest level.
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. 70 percent of the institutions without entrepreneurship education are non-technical institutions. In contrast. Figure 4-5 compares the three groups on their average size in terms of both students and staff. it is no surprise that the highest study level in the majority of this group is the PhD level (65 percent).
Figure 4-4: Comparison of three groups of institutions according to type of institution
Independent Business School Specialised HEI Multidisciplinary HEI without business school department Multidisciplinary HEI with business school department 100% 90% 80% Share of institutions 70% 60% 50% 40% 30% 20% 10% 0% Institutions with entrepreneurship education above the threshold Institutions with entrepreneurship education but below the threshold Institutions without entrepreneurship education Total sample 65% 41% 13% 49% 26% 51% 17% 25% 8% 11% 3% 30% 2% 34% 5% 21%
The findings also show that two thirds of the first group (institutions with entrepreneurship education) are multidisciplinary institutions offering one or more technical subjects.

000
8. However.934 6.000 2.000 9.000
4.800
Staff
Average number of students/staff
10. there is a considerable difference in the size of the institutions when comparing institutions with entrepreneurship education (above threshold) and institutions without any entrepreneurship education.000 690 0 Institutions with entrepreneurship education above the threshold Institutions with entrepreneurship education but below the threshold Institutions without entrepreneurship education 630 246
As with study level.Figure 4-5: Comparison of three groups of institutions according to size of institution
Students 12.000 6. assuming that universities will be of a certain size compared with types of institutions. the average size of the institutions with entrepreneurship education will to some degree also be influenced by the fact that most of the institutions in the group are universities.545 2.
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By measuring performance as well as framework conditions we are able not only to identify the best-performing institutions but to map how these institutions work with entrepreneurship education (i. Traditionally. national. a benchmark analysis compares the included units on their performance – e. and institutional level is to increase the scope of entrepreneurship education and thereby assumingly the related entrepreneurial performance of the institutions (among other things more entrepreneurial students. number of entrepreneurship chairs etc. the goodpractice institutions can serve as inspiration for other institutions when they design policies and initiatives that will help them improve their entrepreneurial performance. measured in number of entrepreneurial students) but also the underlying framework conditions (the factors that create performance.). If they compare themselves with the best-performing institutions it will be revealed
17
The institutions included in the benchmark analysis are the institutions that passed the screening process in the survey.e.g. Hence. i. However. benchmarking the performance of countries with respect to usage of ICT in terms of how great a share of the population uses ICT. here we will take the benchmark one step further and not only measure the performance of the institutions17 (the output of entrepreneurship education. extracurricular activities.
BENCHMARKING ENTREPRENEURSHIP EDUCATION – LEARNING FROM GOOD-PRACTICE INSTITUTIONS
The underlying assumption in this report is that institutions can learn from each other when it comes to entrepreneurship education. the institutions that state that they have entrepreneurship education. e.g. This survey brings about a number of learning opportunities for the individual institutions and for policymakers at national and EU levels. increased knowledge transfer and in the long run increased prosperity in the surrounding communities).e. In this chapter the methodology and the background of this benchmark will be presented. and in order to structure this. the data from the survey has been used to make a benchmark analysis of the institutions that participated in the specific survey. number of entrepreneurship courses.5.
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.g. e. their framework conditions). The overall goal guiding the many activities within entrepreneurship education at EU.

countries with frontrunner institutions measured on performance are also home to frontrunner institutions measured on framework conditions. and this means that the efforts of institutions with regards to entrepreneurship education cover a wide spectrum rang18
The report is aware that that difference in the cultural and institutional framework can influence the ability to directly copy good-practice initiatives.what framework conditions to strengthen if they want to advance as entrepreneurial institutions. When it comes to the countries that on average are home to the lowest ranking institutions measured on their framework conditions.18 5. To reveal good-practice institutions. The institutions in the benchmark study are all engaged in entrepreneurship education. we find the United Kingdom and France in the top. the benchmark also shows that Greece. Good-practice needs to be adapted to the special structures. meaning that their national top3 institutions have the lowest average rank compared with the remaining institutions in the study. compared with the other institutions in the study. the analysis shows that there is considerable difference between the top-10 institutions and the bottom-10 institutions. the benchmark study points to Poland. the benchmark analysis reveals that France. With regard to the ranking of countries. Here. as they were in the performance ranking. As the correlation between performance and framework condition indicates. Iceland and Luxembourg. Again. culture and traditions of a specific higher education institution
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. Germany and the United Kingdom are home to some of the best performing institutions within entrepreneurship education measured in terms of numbers of students taking part in in-curricular and extracurricular entrepreneurship activities as well as knowledge-transfer activities followed by Hungary and Finland. the benchmark analysis identifies the top-10 institutions in the study and compares their accomplishments with regards to the dimensions included in the framework model to the accomplishments of the bottom10 institutions in the study. Hungary and Finland are also among the top 5. while Germany is ranked 10th measured on accomplishments on framework conditions (where accomplishment is measured based on the performance of the top-3 institutions in the individual countries). Poland and Turkey are the lowest-ranked countries measured on the above performance indicators. In contrast.1 Main conclusions
The benchmark analysis shows that there is a solid correlation between institutions with good framework conditions for entrepreneurship education and institutions with excellent performance measured in terms of numbers of students taking part in incurricular and extracurricular entrepreneurship activities as well as knowledge-transfer activities. approximately 65 percent of the variation in country performance can be explained by the framework conditions applied in this study. When correlating country accomplishments on performance with their accomplishments with regard to framework conditions (where country accomplishment is measured based on the performance of the top-3 institutions in the individual countries).

Another important aspect that separates top from bottom is the resources allocated to entrepreneurship education. How do you actually measure the entrepreneurial performance of a higher-education institution? Possible performance measures are:
• • • • • •
Number of students thinking about starting a business Number of actual graduate start-ups Number of students graduating with entrepreneurial experience The changes in the students’ mindsets toward the entrepreneurial mindset Growth in the region Etc. The measurement of
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. offer extracurricular entrepreneurship activities. Top-performing institutions dedicate more resources to the entrepreneurship education and have a greater range of income-generating entrepreneurship activities. However. establish an entrepreneurship centre.2 Benchmark of performance
As mentioned above. Such a result signifies the importance of embedding entrepreneurship in the overall strategy and getting the top management to commit to and foster the entrepreneurial vision. we would ideally use performance measures focusing on the entrepreneurial mindset. a benchmark analysis requires the measurement of performance. 5.
To align the measure of performance with the broad definition of entrepreneurship education that we apply in this study. This urges us to look at the economic performance of regions as long-term performance measures. for example by measuring the changes in students’ mindset following their involvement in entrepreneurship. involve their alumni in the entrepreneurship education.ing from the institutions where the entrepreneurship education is limited to a few entrepreneurship courses to the institutions that have engaged in a multitude of activities – appoint vice-chancellors with the strategic responsibility of entrepreneurship. it must be clarified how to measure the performance of the highereducation institutions in this study. The benchmark reveals that the difference between the top-10 institutions and the bottom-10 institutions is particularly prevalent in the strategy dimension. it is hypothesised that entrepreneurial institutions will have a positive effect on the surrounding society due to their role as knowledge hubs and facilitators as well as by producing graduates with entrepreneurial mindsets. Moreover. Therefore. the causal relationship between entrepreneurial institutions and the growth of regions is not straightforward and data not easily obtainable.

The second indicator.
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. This decision is based on the assumption that there is a link between the chosen measures and the measures that we ideally should have used: that taking entrepreneurship courses and engaging in extracurricular entrepreneurship activities will have a positive correlation with expanding the entrepreneurial mindset. entrepreneurial students through practical experience.1.1 The make of the performance index
The performance index is made up of three indicators – entrepreneurial students through learning. cf.1. The entrepreneurial-students-through-learning indicator consists of three variables. provided/facilitated by the higher-education institution.2. 1) share of students taking entrepreneurship courses. The knowledge-transfer indicator measures the number of different knowledgetransfer activities in which the institutions engage. and knowledge transfer. entrepreneurial students through practical experience. it was decided to take a more direct approach in measuring the performance of the institutions focusing on the students taking part in the entrepreneurship education as well as the knowledge-transfer activities of the institutions. cf. 1) academic spin-offs. 5. but this study collects its data from institutions (and far from all institutions track their alumni). that knowledge transfer activities will increase the performance of companies in the community and that they in turn will help boost the economy. measures the share of students having obtained actual entrepreneurial experience through activities etc. Given the scope and limitations of our analysis. 2) share of students engaged in extracurricular entrepreneurship activities.entrepreneurial mindsets calls for data collection among students. 5) consultancy work and 6) other types of knowledge transfer. 4) product/process design. and 3) share of students that get acquainted with entrepreneurship during their studies. figure 5. 3) patents/IPR. 2) licensing agreements. figure 5.

Some information about country policies has been collected through a few good-practice interviews with government representatives.1 Benchmark based on overall ranking of top-3 institutions in each country
Our interest is the best-performing countries.2.1 indicates.Figure 5-1: The make of the performance index
Performance Entrepreneurial students through learning No. focus in the survey has primarily been on the number of students graduating with entrepreneurial experience from either teaching or practical experience facilitated by the institution (business plan competitions. of students having gained entrepreneurial experience during their studies
Knowledge transfer
Academic spin-offs
Patens/IPR Product/process design
Consultancy work
Licensing
As figure 5. How important it is compared with the “entrepreneurial-students” indicators cannot be determined. Also. of students acquainted with entrepreneurship during studies Entrepreneurial students through practice No. the interviews with good-practice institutions have revealed information about entrepreneurship education policies at national level. 5. Still. of students taking courses No. we focus on the frontrunner institutions because all countries have a great deal of within-country variation of the institutions as well as very diverse response rates (which would result in too random average country performance). internships etc. 5. the sporadic nature of the interview data collected cannot be used to make a fair ranking of the countries as to their performance in promoting and fostering entrepreneurship education.
Other types of knowledge transfer
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. and the three indicators have therefore been given equal weight in the performance index. Therefore. However. of students engaging in extra-curricula entrepreneurship activities No.2. the aspect of higher-education institutions as knowledge facilitators and knowledge hubs are still an important part of being an entrepreneurial institution.2 Benchmark of countries based on the ranking of the top-3 institutions in each country
The unit of research in this study is the higher-education institutions that have entrepreneurship education.).2.

France is on average home to the best-performing institutions with an average score of 3 in the overall ranking for the three best-performing national institutions. respectively. 7. In fact. The average rankings of the countries are presented in figure 5. This way the country benchmark presented will answer the question. S ) Sl pai ov n ( It a en 2 ly ia ob (1 s.1.2. table 5.) or C yp Ic way ru el s an (1 d Tu R obs rk om .The cross-country comparison will therefore be based on the overall average ranking of the three best-performing institutions in each country. the three best performing institutions in Germany are ranked as no.19
Figure 5-2: Average position of the top-3 institutions in each of the countries
180 Average position of top3 institutions
19
160 140 120 100 80 60 40 20 0
Fr a U ni Ge nc te rm e d Ki a n ng y d H om un g Fi ary nl an N Au d et st he ria rla Be nd lg s C iu ze m ch La R tvi ep a u Sw blic ed Po en rtu g Ire al Es D la to en nd ni m a (2 ark ob s. Luxembourg. cf. For example.
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. the average ranking is based on the position of either one or two institutions. ) ec e ob (1 s. )
Of the institutions that have participated in the survey. 24 and 27. Bulgaria. As mentioned above. Here. This gives an average position of 19 for the three institutions which translates into a second place for Germany in the country ranking. the average ranking of the countries’ best-performing institutions is translated into a country rank. Liechtenstein. in the overall European ranking of the institutions that have participated in the survey. This is highlighted in the figure behind the country name. Poland and Slovakia have been omitted from the analysis due to lack of data. the best-performing institution in the survey is located in France. “Which countries have the bestperforming institutions?” and is in effect not a direct benchmark of the countries’ performance when it comes to fostering entrepreneurship education in all institutions from national level.) ob N s.
In some of the countries there are less than three respondents.) ob s. France is followed by Germany and the United Kingdom which make up the top 3. The ranking of the countries has been made by taking the overall position of the top3 institutions in each country in the ranking of institutions.) P o e y an la (1 ia G nd o b re (1 s. Malta.

Germany and the United Kingdom that have a significantly greater share of the top-60 institutions compared with the remaining countries thereby supporting the ranking based on the average position of the top-3 institutions in each country. However.eu/enterprise/entrepreneurship/support_measures/training_education/index. The opposite goes for Greece. individual institutions in that country can take their own entrepreneurial initiatives to attract students.
16 14 Share of top60 institutions
20
12 10 8 6 4 2 0
Again. This is for example true for Latvia. to improve their competitive profile. For some of the countries there is a lack of consistency between the ranking of the country in this study and the reporting from the expert group. the expert group reports the situation in Latvia to be fairly weak from a national point of view. generate income through spin-off etc. which is ranked last in this study. the countries are arranged alphabetically).europa.Box 5-1: Sensitivity analysis of the country ranking
In the figure below the countries are ranked according to their share of the top-60 European institutions participating in the study (when equal amount or the countries have none of the institutions. But Latvia is ranked in ninth place in this country benchmark. Here.htm
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Fr a U ni Ge nce te rm d Ki a n ng y do Au m s Fi tri a nl H and un C ze B gar ch el g y R ium ep D ubli en c m a Ire rk la n N L d et at he via rla Sw nds ed Es en to ni a Po Italy rtu g C al yp ru G re s e Ic ce el an N d or w Po a y R l an om d Sl ani ov a en i Sp a a Tu in rk ey
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. especially within non-business studies“ from the expert group can be downloaded here: http://ec.
Comparing the findings of the benchmark of countries with the country overview presented in the final report of the expert group appointed by the European Commission’s Directorate-General for Enterprise and Industry20 it is clear that the countryperformance ranking in this study is driven by individual institutions. according to the expert
The final report “Entrepreneurship in higher education. even though a country may not have taken a lot of initiatives to promote entrepreneurship in higher education. However. the top-3 countries are France.

group Greece has taken more initiatives to incorporate entrepreneurship in the higher-education institutions compared with some of the other countries mentioned. outreach. 5.3. However.3.
Figure 5-3: The framework conditions index
Framework conditions Inst. Each of the six dimensions (strategy. teaching & learning. it is important to remember that ranking of countries in this study is based on the performance at institution-level. development and resources) in the model are included in the index as composite indicators made up of a number of items. institutional infrastructure.2
The correlation between performance and framework conditions
Looking at both performance and framework conditions is central to the benchmark method as it is the link between these that makes it possible to identify the framework conditions that seem central for driving the performance. The individual indicators and items have already been elaborated on in the methodology chapter. Therefore.3. infrastructure Entrepreneurship appointments Entrepreneurship research Cross-discipline structures Approaches Teaching & Learning Degrees Teaching methods Curriculum Courses Extra-curricular activities
Strategy Entrepreneurship goals Entrepreneurship policies Strategic embeddedness
Resources Income generation Budget allocation Type of funding
Outreach Links with stakeholders Alumni Community engagement
Development HR management & development User-driven improvement Evaluation
5. 5. there seems to be consistency between this study and the report from the expert group for the best-performing countries in this study. This aggregate indicator is calculated based on the six dimensions of entrepreneurship education presented in the model in section 3. it is necessary to put forward a single aggregate indicator for the institutions’ framework conditions.1 The make of the framework conditions index
The benchmark of framework conditions is naturally based on the framework model presented in section 3.
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. The top-5 countries are all reported to have taken a fair amount of initiative to promote entrepreneurship in higher education from national level. The index is presented in figure 5. increasing the likelihood that students in these countries at one point during their studies get acquainted with entrepreneurship.3 Benchmark of framework conditions
To be able to compare the institutions’ performance against their entrepreneurship education efforts.

0 Performance 60.6.0 20.0 80.0 R2 = 0.0 100.5. Figure 5. As discussed earlier it has been difficult to obtain performance measures that truly capture the performance of entrepreneurial higher-education institutions as this goes beyond graduates starting businesses. academics taking out patents etc.0 10.0 80. the cross-country benchmark of framework condition will also use the overall position of the three bestperforming institutions in each country as ranking method.0 40.
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.0 40.0 0.The analysis shows a solid correlation between performance and the framework conditions with an estimated correlation of 0. It would be interesting to see whether the use of more ideal performance measures (as described above) would result in a strong correlation between performance and framework conditions. cf.0 70.0 30.0 20.3 Benchmarking of framework conditions at country level
Similar to the benchmark of performance at country level.0 70. this means that the benchmark investigates in which countries the best performing institutions (when it comes to framework conditions) are located. 5.0 30.0 10.0 Framework conditions 60.0 50.
Figure 5-4: The correlation between performance and framework conditions
100. Again.3227
This means that about 32 percent of the variation between the performance of institutions can be explained by the framework applied in this study.5 presents the average position of the top-3 institutions in each of the countries.0 90. figure 5.3.0 50.0 0.0 90.

the benchmark analysis places Poland last. This result indicates that countries that are home to high-performing institutions in terms of number of students graduating with theoretical and/or practical knowledge of entrepreneurship and engagement in knowledge transfer are also more likely to be home to institutions that have strong framework conditions. Yet.6 shows that there is a strong positive correlation between the performance and framework conditions at country level. However. National initiatives have been taken both within business. figure 5. there is a great interest in entrepreneurship in higher education in Poland.
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.Table 5-2: Ranking of countries based on overall ranking of top-3 institutions (framework conditions) Country Rank Country Rank
United Kingdom France Hungary Finland Liechtenstein Portugal Czech Republic Ireland Sweden Germany Belgium Denmark Latvia Norway
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Slovenia Austria Lithuania Estonia Netherlands Greece Turkey Italy Spain Romania Cyprus Luxembourg Iceland Poland
15 16 17 18 19 20 21 22 23 24 25 26 27 28
Comparing the findings of the cross-country benchmark of framework conditions with the report made by the Expert Group we find that in general there is consistency between the results – especially when it comes to the top-ranked countries. According to the expert report. An example is Poland. there are some obvious mismatches. However.and non-business studies. The discrepancy is probable due to the fact that Poland is only represented by one observation in this survey.

Figure 5. the identification process of important areas for performance in entrepreneurship education will be based on a comparison between top-performing and lagging higher-education institutions.4). However. type of funding and research in entrepreneurship).6 and 5.7 compares the top-10 institutions with bottom 10 and the average score on the six framework dimensions of entrepreneurship education. This suggests that some noise exists in the performance measures. the correlation between performance in top-3 institutions and their framework conditions were much higher than the correlation between the individual institutions (see figures 5. The analyses confirm the findings based on framework conditions although some areas appear to be of less importance in these analyses (e. The framework conditions are more stable and based on a much larger number of questions.g.Box 5-2: Identifying the top-10 institutions based on the overall score in the framework conditions index instead of the overall score in the performance index
Following the benchmark method. Analyses have been made examining the framework conditions of the top-10 institutions that have the highest score on the performance index. Infrastructure
Teachning&Learning
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.
Figure 5-7: Comparing the overall score on the six dimensions of framework conditions for the top 10 against bottom 10 and average
Strategy
100
80
60
Development
40
Resources
Top10 Bottom10 Average all
20
0
Outreach
Inst. The top-10 performance institutions are therefore very dependent on the applied weights. The following benchmark of institutions will therefore be based on comparisons between top-10 framework institutions and bottom-10 framework institutions. evaluation.

Teaching entrepreneurship often requires the use of new and experimental teaching methods which many of the academic staff perhaps are not used to applying in their courses. However. This indicates that institutions aiming to be more entrepreneurial can make a lot of headway by establishing some institutional infrastructures that support entrepreneurship education.Figure 5-7 shows that the distance between the institutions with the best framework conditions and the lowest ranked institutions is greatest when it comes to resources and strategy. This indicates that the prevalence of networks and the extent of cooperation with external stakeholders are sources of valuable input in terms of e. The smallest distance between the high. the considerable difference between the top 10 and bottom 10 supports our a priori assumption that embedding entrepreneurship in the overall strategy and ensuring commitment from the top-management are crucial. In relation to strategy. This is also illustrated in figure 5-7. where the top-10 institutions have a considerably higher score on the outreach dimension than the bottom10 institutions. the result in figure 5-7 related to resources validates the recommendation put forward by many of the good-practice institutions: “send more money”. Many of the good-practice institutions that participated in the in-depth interviews pointed out that a major challenge is the skills of the staff teaching entrepreneurship. Chapter 7 will show that especially cross-discipline structures can have a significant impact on the entrepreneurial agenda. figure 5-7 shows that there also here is a large difference between top and bottom institutions. The large difference between the top-10 and bottom-10 institutions indicates that aspects such as the size of the budget and type of funding sought and in particular ensuring that activities related to entrepreneurship education can generate income to the institution are of great importance. An outward perspective is an important part of being an entrepreneurial highereducation institution. knowledge and resources that the institution can use to promote and support the entrepreneurship education. This aspect will be elaborated on in the following chapter focusing on the strategy dimension. With regard to institutional infrastructures. This implies that entrepreneurship education may often start with offering some courses in entre-
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. figure 5-7 shows that – compared with the performance on the other dimensions – the performance on the development dimension is somewhat lagging behind. Furthermore.and low-performing institutions is found in relation to teaching & learning. This will be elaborated on in chapter 10. this is particularly obvious in the institutions’ management and training of their human resources.g. Later results (in chapter 8) will show that it is not the number of entrepreneurship courses that counts as there is no difference in the number of courses offered by top-10 institutions and bottom-10 institutions. And as chapter 10 will show. It is essential that enough resources are devoted to entrepreneurship education – both in relation to scalability and sustainability. The resource dimension will be investigated in more detail in chapter 11. Also the entrepreneurial approach requires certain attitudes and competencies that the academic staff must improve/develop.

e. extracurricular activities etc. those HEIs that have entrepreneurship education over the threshold. In the next chapters (6 – 11) all results referred relates to the specific survey.
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.) that really have an impact on the performance as an entrepreneurial higher-education institution. i. but it is the additional activities (curriculum development.preneurship.

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.

entrepreneurship advisory boards etc.
6. Hence. especially if the goals are included in the overall mission strategy of the institution which secure a high degree of attention. It seems like it is not enough to exclusively supply students with courses in or about entrepreneurship or engage in other isolated efforts such as making use of placement programmes in start-ups.1):
• • •
Entrepreneurship goals Entrepreneurship policies Degree of strategic embeddedness
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. Defining overarching and measurable entrepreneurship goals can help stimulate development and lay the grounds for an assessment of the actual impact of the entrepreneurship education activities.1
STRATEGY
Introduction
Becoming an entrepreneurial HEI is achieved by focusing on various dimensions of entrepreneurship education. Becoming an entrepreneurial HEI entails a complex process that requires parallel actions in a number of areas. Having said this. this dimension includes aspects such as entrepreneurship strategy and goals. entrepreneurship education has been linked to the fields of management and business. the strategic dimension must be considered of crucial importance if HEIs want to fulfil the ambition to become entrepreneurial. This can be fostered by having an institutional action plan for how to achieve the goals set out in the overall entrepreneurship strategy.6. establishing incubator facilities or appointing professors of entrepreneurship. And for the multidisciplinary institutions each of the faculties should have their own policies for undertaking multidisciplinary entrepreneurship education. explicit entrepreneurship policies. support from the top management at the HEI will often be a prerequisite if the entrepreneurship education is to succeed and be an integral part of the HEI. (the underlying questions are placed in box 6. Traditionally. A central element of facilitating sustainable and effective entrepreneurship education is to embed entrepreneurship in the overall strategy of the institution. but the growing recognition of entrepreneurship education as a broader concept has initiated a focus on the need for entrepreneurship policies to embed entrepreneurship throughout all levels of the HEI and throughout all faculties in multidisciplinary HEIs. Furthermore.

Does your institution have entrepreneurship champions that act as spokesmen/advocates at management level and/or senior personnel to support the entrepreneurship education activities?
6. What percentage of the different faculties/disciplines at your institution has their own entrepreneurship policies/action plans (in writing)? 3. Who has the primary responsibility for the entrepreneurship education at the strategic level at your institution? 2. Does your organisation have institutional policies/action plans (in writing) for undertaking entrepreneurship education? 2.1 illustrates the difference between the reported strategy framework conditions for the top-10 institutions identified in the benchmark analysis compared with the bottom 10 and the average.2
Main conclusions
Figure 6. Is entrepreneurship embedded in your institution’s written mission statement? 2. What are the overarching entrepreneurship goal(s) for your institution? Entrepreneurship policy 1.
Figure 6-1: Strategy
Entrepreneurship goals
100
80
60
Top10 Bottom10 Average all
40
20
0
Strategic embeddedness
Entrepreneurship policies
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. Which specific faculties/disciplines have their own entrepreneurship policies/action plans (in writing)? Degree of strategic embeddedness 1.Box 6-1: Overview of the questions in the Strategy dimension Entrepreneurship goals 1.

1 Strategic embeddedness
Two types of approaches have been identified within the European HEIs to secure the embeddedness of entrepreneurship in the overall strategy of the institution:
• •
Bottom-up approach Top-down approach
The bottom-up is an approach where the entrepreneurship education activities are initialised and carried out by a dedicated individual who is committed to implement entrepreneurship activities at the HEI. but implementing entrepreneurship education also has a practical aspect which requires the involvement and dedication from the staff. This can even be the case where the dedicated people have had the impact on the top management of the institution to actually implement entrepreneurship education in the overall strategy. This personal drive can create some quite convincing results which many of the case studies included in this study bear witness to. This is in contrast with the bottom-10 institutions where none have faculty level entrepreneurship policies.The greatest difference is found in relation to entrepreneurship policies. the dependency on the individual commitment of a single or a few persons is very fragile and if these people were to leave the institution. 6. However. In relation to entrepreneurship goals. all of the top-10 institutions have either granted the president/rector or the pro-vice chancellor the strategic responsibility for entrepreneurship – in the bottom-10 institutions this only holds for three of the bottom-10 institutions – in the remaining institutions either a professor or a lecturer has the strategic responsibility. In relation to strategic embeddedness. even though they are all multidisciplinary institutions.2. We have seen many examples of these individuals having been able to actually make the top management aware of the entrepreneurship activities and implement them in the overall strategy of the institution. This indicates that the top-10 institutions (which are all multidisciplinary except one) to a higher degree make sure to have entrepreneurship policies for the individual faculties to ensure that the entrepreneurship agenda is spread across the entire institutions and not only to the typical departments as the business department and engineering/technical subjects. the entrepreneurship education activities are in high risk of getting a much lower priority. all of the top-10 institutions have embedded entrepreneurship in their mission statement – all but one of the bottom-10 institutions do not. The top-down approach is based on the commitment of the top management of the institution. These findings strongly support the notion that the strategy dimension is crucial in entrepreneurship education. if any. In the bottom-up approach the danger is that the top management offers its support at an overall strategic level. In this case the top management is not satisfied with having entrepreneurship education as a couple of sentences in the overall mission statement but they prioritise the proper amount of resources in order to succeed in making a full-scale
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.

One interesting finding is that 48 percent of the HEIs in the specific survey have the goal “to embed awareness of entrepreneurship throughout all curricula provision”. In order to ensure an institution-wide recognition of entrepreneurship education as a broader concept.
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.2 Entrepreneurship policy
Another general conclusion within the area of strategy is that traditionally. 6. entrepreneurship education has been coupled to the business and technical disciplines and this is pretty much still the case. 67 percent of the HEIs state that this aspect of entrepreneurial education is defined as an overarching goal in their strategy. However. However. When it comes to the institutions overarching entrepreneurship goal(s) defined. skills and mindsets”. there is a need for entrepreneurship policies that focus on how to achieve the entrepreneurship goals set out in the strategy both at the institutional level and for the individual disciplines in multidisciplinary institutions.implementation of entrepreneurship education throughout the entire institution. Many institutions wish to integrate entrepreneurship in all courses and not just to have entrepreneurship as optional subjects. but also in salaried jobs both in the private and public sector. But many of the case studies show that dedicated staff also plays a key role in implementing and developing entrepreneurship education.3 Entrepreneurship goals
Many European HEIs have defined a range of overarching entrepreneurship goals for their overall entrepreneurship strategy. and there is a much higher rate among the technical and business institutions that have institution-wide action plans to ensure the implementation of entrepreneurship education. In the benchmark analysis the importance of the support from the top-management is evident as can be seen in figure 6-1.2. The study underlines that entrepreneurship education is a joint effort that requires the help and commitment from people from all layers in the institutions to truly be embedded across the institutions.2. It is also in the hands of the top management to take initiative to include entrepreneurship throughout all curricula provision. Another aspect of entrepreneurship education which many HEIs are focusing on in their strategies is the idea “to inspire students toward seeking an entrepreneurial career of life”. there is a clear difference between technical and business institutions and other institutions. The top management has the means to create ownership across the institution and one example could be to appoint entrepreneurship champions or change agents. 6. The results show that 53 percent of the respondents have institution-wide entrepreneurship action plans. 82 percent of the institutions in the specific survey have defined the entrepreneurial goal “to foster entrepreneurial behaviours. there is a development towards a growing recognition of entrepreneurship education as a broader concept throughout other HEIs than business and technical institutions. One point of doing this is the ambition to build up the entrepreneurial attitudes of all students of which they can take advantage in their future careers – not only as entrepreneurs.

there are no major differences between the EU15 and the EU>15 countries on the strategic dimension. and 85 percent of these institutions have entrepreneurship embedded in their overall strategy. Regarding the embeddedness of entrepreneurship in the mission statement.2.6 Development over time
There is a clear relation between the number of years with experience of entrepreneurship education and the extent to which the institutions have embedded entrepreneurship in their written mission statement. and on the other hand among specialised technical institutions the number is only 25 percent. This number is only 42 percent for multidisciplinary HEI without business schools and 53 percent for multidisciplinary HEI including business schools. 6.5 Regional differences
In the survey. 71 percent of the institutions in the specific survey wish to embed awareness of entrepreneurship throughout all curricula provision. Likewise. in both EU15 and EU>15 countries most of the HEIs with entrepreneurship education name the fostering of entrepreneurial behaviours.2. 6.4 Type of institution
The survey points to some differences regarding strategy between the different types of institutions. 6. The more years of experience with entrepreneurship education the institutions have. skills and mindset as the overarching entrepreneurship goal. 6. most of the Independent Business Schools have institution-wide policy plans for undertaking entrepreneurship education (86 percent). However. Among institutions with less than four years of experience of entrepreneurship education only 56 percent have entrepreneurship embedded in their written mission statement. testing in the benchmark analysis where the strategy dimension was given a higher weight than the other five dimensions did not support this assumption. Among institutions with more than 12 years of experience with entrepreneurship education the number is much higher.3 The importance of the strategy dimension
The consortium had a priori an assumption that embedding entrepreneurship in the institution’s overall strategy would be a prerequisite when striving to become an entrepreneurial institution.The survey also shows that most of the institutions (71 percent) that offer entrepreneurship education above the threshold have embedded entrepreneurship in their written overall mission statement. There are also great differences between different types of institutions in relation to the degree of strategic embeddedness of entrepreneurship throughout all curricula provision. the more likely it is that they have entrepreneurship embedded in the institution’s written mission statement. Among Independent Business Schools.2. For instance. Also on institution-wide policies the EU15 and EU>15 countries score virtually identically (53 percent in the old countries compared with 50 percent in the new countries). as the link between performance and framework conditions
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. 74 percent of the EU>15 countries gives a positive answer compared with 71 percent of the EU15 countries.

was not strengthened in these tests. the more likely it seems that they have entrepreneurship embedded in the institution’s written mission
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More than 12 years of experience 85% 15%
. institution-wide policies and faculty action plans. An interesting point is that the more years of experience with entrepreneurship education the institutions have. “Is entrepreneurship embedded in your institution’s written overall mission statement?” However. the consortium is prone to maintain the a priori assumption of strategy as integral to the process of becoming an entrepreneurial institution holding the shortcomings of the quantitative measurement accountable for the lack of data support. How the strategy dimension is measured through the questionnaire does not capture the true nature of the dimension. during the visits to the good-practice institutions it came apparent that institutions can embed entrepreneurship as part of the overall strategy without explicitly including entrepreneurship in the written mission statements. it was necessary to use very precise questions to measure the dimensions in order to get sufficient variation across institutions. Therefore. The strategy dimension is in fact not a prerequisite in becoming an entrepreneurial
institution. In the survey. Two immediate explanations can be put forward:
1. more precise and demanding questions were used – e. Therefore. For example in the strategy dimension it was initially felt that using questions such as “Does your institution embed entrepreneurship in the overall strategy?“ or “Is it (part of) your mission to become more entrepreneurial?” would not result in sufficient variation across institutions as it would be too “easy” for the institutions to answer confirmatory.
2.
Table 6-1: Share of institutions that have embedded entrepreneurship in their overall written mission statement
Total Years of experience with entrepreneurship education Less than 4 years of experience Between 4 and 8 years of experience Between 8 and 12 years of experience
Yes No (n = 207)
71% 29%
56% 44%
57% 43%
79% 12%
Most of the HEIs in the specific survey state that they have entrepreneurship education embedded in their overall strategy.g.

entrepreneurship must be part of the HEI’s core strategy or vision. Among institutions with less than four years of experience with entrepreneurship education only 56 percent have entrepreneurship embedded in their written mission statement. skills and mindsets To inspire students toward seeking an entrepreneurial career or life To provide access to entrepreneurship opportunities for ALL students at my institution To increase the number of graduate start-up businesses To embed awareness of entrepreneurship throughout ALL curricula provision To seek opportunities for commercially exploiting knowledge present at my institution To maximise technology-transfer revenues To conduct state-of-the-art research on entrepreneurship That the entrepreneurship education as a whole should generate income for the institution My institution doesn't have entrepreneurship goals Other
82%
88%
80%
95%
67%
71%
66%
63%
54%
65%
50%
58%
53%
56%
53%
47%
48%
44%
46%
42%
48%
53%
51%
21%
35% 31%
38% 24%
37% 33%
26% 16%
20%
12%
21%
11%
6% 6%
6% 9%
7% 5%
0% 11%
Independent business school 93% 86% 64% 71% 71% 43% 21% 50% 29% 14% 0%
Multidic. Having entrepreneurship education as a part of the core strategy and vision is also a way of ensuring support from the top management at the HEI which is crucial if the entrepreneurship education is to succeed and be an integral part of the HEI.
Table 6-2: Share of institutions with entrepreneurship goals
Total Type of institution
To foster entrepreneurial behaviours. if entrepreneurship education is to be part of the HEI. The table indicates that many HEIs have realised that. and 85 percent of these institutions have entrepreneurship embedded in their overall strategy. business school
Multidic. HEI without business school
Specialised HEI
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. Among institutions with more than 12 years of experience with entrepreneurship education the number is much higher.statement. HEI incl.

67 percent of the HEIs state that this aspect of entrepreneurial education is defined as an overarching goal in their strategy. we see that 82 percent of the institutions have defined the entrepreneurial goal “to foster entrepreneurial behaviours. One interesting finding is that 48 percent of the HEIs have the goal “to embed awareness of entrepreneurship throughout all curricula provision”. One case of future inspiration within the area of entrepreneurship goals is found at the Utrecht School of the Arts in the Netherlands. skills and mindsets”. Another aspect of entrepreneurship education which many HEIs are focusing on in their strategies is the idea “to inspire students toward seeking an entrepreneurial career of life”. Among Independent Business Schools 71 percent of the institutions wish to embed awareness of entrepreneurship throughout all curricula provision. It is the goal that every student attending the Utrecht School of the Arts shall be given the chance to evolve into a professional entrepreneur – and in relation to this. and on the other hand among specialised technical institutions the number is only 25 percent. but also in salaried jobs both in the private and the public sector.. the Utrecht School of the Arts has three ambitions:
• •
100 percent of the students must develop an entrepreneurial attitude/mindset 100 percent of the students must be confronted with professional entrepreneurship during their studies to build an entrepreneurial awareness and make a choice of whether they want to engage in professional entrepreneurship during their studies 100 percent of the students that choose to engage in professional entrepreneurship during their studies or one and a half years after their studies must be given the opportunity to do so either as part of their study programme or extracurricular. Many institutions wish to implement entrepreneurship in all courses and not just to have entrepreneurship as optional subjects.
•
Another good example is the Finnish FINPIN network of Universities of Applied Science (UAS) where all the rectors have committed to implementing the Entrepreneur-
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. In order to succeed in embedding entrepreneurship across the Utrecht School of the Arts the top management has defined a couple of entrepreneurship goals within the overall strategy statement of the institution. There are great differences between different types of institutions in relation to the degree of strategic embeddedness of entrepreneurship throughout all curricula provision. As one of few HEIs in Europe this institution has been willing to actually define a couple of concrete entrepreneurship goals. These students must be guided and helped in every way possible and must not be turned away when they ask for help while developing their own professional entrepreneurial venture. When it comes to the institutions’ overarching entrepreneurship goal(s) defined.Many European HEIs have defined a range of overarching entrepreneurship goals for their overall entrepreneurship strategy. One point of doing this is the ambition to build up the entrepreneurial attitudes of all students to foster entrepreneurial mindsets of which the students can take advantage in their future careers – not only as entrepreneurs.

The ISM wants to mainstream the entrepreneurship education which means that its strategy is to integrate entrepreneurship into all activities at the institution. see figure 6. There are some institutions that have deliberately chosen not to define concrete entrepreneurship goals in the overall strategy statement.ship Policy Programme put forward by the Finish Government in 2004. It is important to integrate these values in all activities at the University and to have teachers with entrepreneurial mindsets to also stimulate the entrepreneurial mindsets of the students. However. it is possible to have specific entrepreneurship courses that primarily focus on basic competences in order to start up a company.
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. In the “Strategic aim of ISM till 2010” the ISM has a general operating principle to promote entrepreneurship. One example is found at the ISM University of Management and Economics in Lithuania. In many cases the top management is aware of the entrepreneurship activities and fully support them. 40 percent of all new businesses will be started by graduates from the UAS
• •
•
However. and entrepreneurship is one of them. The University has listed ten main values (see below) that are regarded as core values.2. most of the around 40 institutions visited in this project are examples that demonstrate the point that entrepreneurship education is still in its infancy at many European institutions. but entrepreneurship is only included in rather general terms in the overall mission statement of the HEIs. The goals in the overall national strategy are very ambitious and help create a clear focus for the UAS’:
•
One out of every seven graduates should have started a company ten years after graduation from a UAS The UAS will produce business successors for the Finnish businesses Companies established by UAS graduates will be strongly based on innovation and knowledge In 2015.

When you stick to goals written down in a document. One example is that 60 percent of a total number of about 69 graduates have started their own company among the first year of graduates at ISM in 2002. Scotland. The university calls itself “an entrepreneurial university”.Figure 6-2: The value system of the ISM University of Management and Economics
Long-Life Learning
P roactiveness
P rofessionalism
Innovation
Q uality
ISM
10 main values
D ynam ism
Entrepreneurship
U nity
T ransparency
O penness
The different institutions at the ISM are not met with specific goals concerning the number of start-ups or other entrepreneurial and innovative activities among their graduate students. Whether this approach is suitable or not can be discussed but the ISM has some convincing figures to prove their way of thinking. The institution wants to contribute to a change of culture. All development so far has been opportunistic and made the entrepreneurial way. Instead of defining concrete measurable goals the Strathclyde University has defined the overall goal to break down the cultural barriers of entrepreneurship. there is no clear strategy or vision for this activity. The philosophy behind the concept of not defining any specific goals is that to formulate concrete goals about a specific number of start-ups among the graduate students will narrow the individual institutions’ way of manoeuvring and move away focus on the overall ten main values of the university. With this in mind. you may miss opportunities. to make Scotland more entrepreneu-
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. maybe the lack of a strategic plan can be seen as an advantage. The institutions are met with the overall goal to stimulate the students’ entrepreneurial and innovative mindsets and are told to organise the courses in a way that are in line with the ten main values of the ISM. Here it is viewed as having positive aspects that they have not defined entrepreneurship goals in their overall mission statement. However. Another example of an institution that has not defined concrete entrepreneurship goals in the overall strategy statement is found at Strathclyde University.

rial. where 53 percent of the institutions have institution-wide policies or action plans (in writing) for undertaking entrepreneurship education. entrepreneurship classes will anyway make them more employable. In most of the courses they teach the skills necessary to start a business.4 Entrepreneurship policies
Around half of the European HEIs have taken the initiative to build up institutionwide policies to implement entrepreneurship education. The institution wants to contribute in breaking down the barrier.
Table 6-3: The share of faculties that have their own entrepreneurship policies
My institution does not have entrepreneurship policies/action plans at faculty-level/for the individual disciplines Less than 33% of the faculties/disciplines Between 34 and 66% of the faculties/disciplines Between 67 and 99% of the faculties/disciplines All of the faculties/disciplines have their own entrepreneurship policies/action plan (n = 158) 30%
37% 15% 4% 13%
As is the case in many other aspects of integrating entrepreneurship activities at HEIs there is a clear division between technical/business faculties and other faculties. Attending an entrepreneurship class can be what differentiates an engineering diploma from a regular one. Even if the students have no intentions of starting a business. but the success is not measured in the number of students actually starting their own businesses. This is a positive result and proves the point that many institutions have realised that institution-wide policies or action plans are an important element if the entrepreneurship education is to succeed and be an integral part of the whole HEI. showing that entrepreneurs are just like you and me. When you take a closer look at which specific overall subjects have their own entrepreneurship policy or action plan it shows that entrepreneurship is mostly integrated at the technical and business faculties. The aim is to pass the message to all students that they do not have to work for someone else. 13 percent of the multidisciplinary institutions have entrepreneurship for all of their faculties.
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. 6. they can create their own business. When turning from institution-level to faculty-level table 6-3 shows that a third of the multidisciplinary institutions have not developed policies for the individual faculties. They can be your neighbour or your classmate. At any point of their career. In contrast.

As a result of committing to integrating entrepreneurship as a third strand at the university.Table 6-4: The prevalence of entrepreneurship policies in different subjects. The infrastructure entails the pro-vice chancellor with the specific responsibility for enterprise. In addition. Also. At the University of Salford in the UK there is a very convincing case of future inspiration to other institutions that wish to implement an entrepreneurial mindset and entrepreneurship education across faculties. cf. table 6-4. that subject has its own entrepreneurship policy. expand enterprise provision and increase awareness for new enterprise initiatives. An important message is that there is a challenge at most HEIs in Europe to integrate entrepreneurship education at other faculties than the technical and business faculties. Among subjects such as the humanities and theology. and agriculture only few have their own entrepreneurship policy or action plan. the number is 12 percent. every school has an associated head for enterprise. you have an immediate infrastructure that you can work
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. penetrate with entrepreneurship learning. the vice-chancellor James Powell established a unique institutional infrastructure to support the efforts. the arts.
% of institutions that have the subject available at the institution Business studies Technical Social science (except business studies) Natural science Pedagogy/education The humanities and theology Health care The arts Food industry and home economics Agriculture Public security/defence Other faculties/disciplines that have their own entrepreneurship policy (n = 133) 20% 12% 7% 6% 5% 4% 4% 3% 3% 2% 2% 4%
In 20 percent of the institutions that have a business subject. “This infrastructure provides an immediate first point of contact at every level within the institution for enterprise. So when you try to drive change. again alongside an associated head for teaching & learning and for research. each faculty has an associated dean for enterprise alongside an associated dean for teaching & learning and an associate dean for research. For the technical subject.

please specify: No person has been appointed to take on the responsibility of the entrepreneurship education at the strategic level at my institution
19 % 24 % 16 % 21 % 5% 7% 8%
15% 18% 18% 27% 9% 9% 3%
19% 31% 15% 16% 3% 5% 11%
16% 11% 11% 32% 16% 11% 5%
One way of pushing entrepreneurship forward is to place the responsibility of the activities at the top management level of the institution. At the Technical University of Munich in Germany there is a convincing example of good practice within the area of strategic embeddedness. Among independent business schools we see a much higher number of institutions where the primary responsibility for the entrepreneurship education is located at the top management level than all other institutions. HEI incl. Is it integrated across the entire institution. The importance of the commitment from the top management as well as the significant influence this com-
Independent business school 36% 0% 21% 36% 0% 7% 0%
Multidic. The table shows that among 59 percent of the respondents the primary responsibility for the entrepreneurship education is carried out by the principal.through from right at the top down through all of the schools. there are great differences between different types of institutions. Enterprise and Development Manager 6. a representative from the top management has got to have the strategic responsibility. the University's Learning. pro-vice chancellor or dean. HEI without business school
Principal/rector/provost Pro-vice chancellor Dean Professor Lecturer Other. or is it placed in a single department or faculty?
Table 6-5: Placement of the primary strategic responsibility for entrepreneurship education
Total Type of institution
Multidic.” Claire Maclean. This is quite positive and proves the fact that many HEIs in Europe have realised that if the entrepreneurship education is to succeed and be an integral part across the entire institution. However.5 Strategic embeddedness
Strategic embeddedness is all about to what extent entrepreneurship is embedded at the institution. business school
Specialised HEI
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.

In this competition we have among German Universities of who would be the leading ones.mitment has on the strategic embeddedness of entrepreneurship in the institution is very clear at the Technical University of Munich. He is totally committed.”
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. And this is incredibly important. Dr. Achleitner: “Our university is led by a very strong leader − Wolfgang Hermann. our slogan was “the entrepreneurial university”. This is the way he thinks – he is an entrepreneur in flesh and blood… There is no doubt that our top management commitment from him and some of the vice presidents who spend a lot of time supporting the “Unternehmer” TUM and the work of the KfW chair is absolutely essential. Wolfgang Hermann would never present the university forgetting the entrepreneurial side. As said by Prof. Dr.

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.

.

7.1
INSTITUTIONAL INFRASTRUCTURE
Introduction
Institutional infrastructure covers the approach to the facilities supporting entrepreneurship education at the HEIs such as an entrepreneurship centre or an incubator as well as the people appointed to run such facilities. incubator facilities and technology-transfer offices. entrepreneurship appointments such as entrepreneurship professorships/chairs can act as support measures ensuring a higher degree of embeddedness of the entrepreneurship education. for instance entrepreneurship professors. entrepreneurship education has been coupled to the management/engineering fields. the following four elements constitute the dimension institutional infrastructure in the framework model applied in the survey (the underlying questions can be seen in box 7. but the growing recognition of entrepreneurship education as a broader concept has initiated a focus on the need for cross-discipline actions and structures both in delivering and developing entrepreneurship education. Physical structures include an entrepreneurship centre or department.1):
• • • •
Approaches Entrepreneurship appointments Entrepreneurship research Cross-discipline structures
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. Traditionally.
7. On top of this. This is referred to as Approach in the model. Hence. Another issue within institutional infrastructure is the cross-discipline structures at the HEI. Effective and sustainable entrepreneurship education can be facilitated by supportive institutional infrastructures at the institution. Dedicated research activities in the entrepreneurship field can also contribute to a high degree of embeddedness of the entrepreneurship education. The elements also cover research and cross-discipline structures that further support and develop entrepreneurship education at the institution.

Can all students at your institution take entrepreneurship courses and have them credited to their degrees no matter which faculty/discipline they are connected to? 2. Does your institution conduct entrepreneurship-related research? 2.1 illustrates the difference between the reported framework conditions related to institutional infrastructures for top-10 institutions identified in the benchmark study compared with the bottom 10 and the average.
Figure 7-1: Institutional infrastructure
Approaches
100
80
60
40
20
Cross-discipline structures
0
Entrepreneurship appointments
Top10 Bottom10 Average all
Research in entrepreneurship
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. Does your institution have a dedicated entrepreneurship centre or similar formalised entity? 3.Box 7-1: Overview of the questions in the Institutional Infrastructure dimension Entrepreneurship appointments 1. Does your institution provide opportunities for entrepreneurship students from different faculties/disciplines to mix in the classroom? Approaches 1. What is the objective of your institution’s research on entrepreneurship education? Cross-discipline structures 1.2
Main conclusions
Figure 7. How many entrepreneurship chairs/professorships did your institution have in the previous academic year? Entrepreneurship research 1. Does your institution have an entrepreneurship department? 2. Does your institution have a technology-transfer office (TTO)?
7. Does your institution provide incubator facilities? 4. Did your institution offer cross-faculty/multidisciplinary entrepreneurship activities (both incurricular and extracurricular) in the previous academic year? 3.

Around half of the institutions have physical structures in place in order to support the entrepreneurship education. The average number of tenured chairs is 2. none of the bottom-10 institutions do. The findings show that while all of the top-10 institutions have an entrepreneurship centre. The cases show that especially entrepreneurship centres can play a crucial role for coordinating and rooting entrepreneurship education at a university. It is a very positive finding in the survey that almost 75 percent of the HEIs with entrepreneurship education in Europe conduct research on entrepreneurship. The cases show that the research findings are often used to develop new entrepreneurship pedagogy. During the interviews it became apparent that many of the good-practice institutions conduct research in entrepreneurship education in order to improve their own activities. incubator facilities and technologytransfer offices (TTO). 7.1.2 Entrepreneurship research
In relation to entrepreneurship research it is noteworthy that almost all of the top-10 institutions conduct research on entrepreneurship education. Cases show that these chairs might act as entrepreneurship champions in the different faculties supporting cultural change. develop new curricula etc. 58 percent have a dedicated entrepreneurship centre. All of the top-10 HEIs in the survey have an entrepreneurship centre.3 Entrepreneurship appointments
Most HEIs with entrepreneurship education have a chair in entrepreneurship.6 and the average non-tenured chairs are 3. Similar results can be seen for the other approaches such as entrepreneurship department. and 61 percent have an incubator.2. 60 percent also have a technology-transfer office. The centres engage in a wide range of different activities such as summer schools. 52 percent have an entrepreneurship department.1 shows a major difference between top and bottom detected in relation to the approaches the institutions take to support the entrepreneurship education.2. and 55 percent conduct research on entrepreneurship education.1
Approaches
Figure 7. Only two of the bottom-10 institutions conduct research on entrepreneurship education.
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. 36 percent of the HEIs with entrepreneurship education have all four kinds of psychical facilities. trips to Silicon Valley and mentor arrangement with industry. In several of the interviews the importance of an entrepreneurship centre for developing entrepreneurship education has been underlined. 7. Of these approaches. the bottom-10 institutions are mostly engaged in tech transfer.7.2. while the majority of the top-10 institutions are engaged in all of the approaches. competitions. The institutional infrastructures seem to be on their way at the European HEIs engaged in entrepreneurship education. curriculum etc. They would actively use their findings to come up with new teaching methods.

7.2.4

Cross-discipline structures

Figure 7.1 shows that a significant difference between top and bottom institutions is the focus on cross-discipline structures. In the top-10 institutions almost all institutions have made structures to ensure a cross-discipline approach not making entrepreneurship a sort of add-on to the institution placing the activities in the business department. The top-10 institutions make sure that students from all disciplines can take the credit-bearing entrepreneurship courses, make sure that the entrepreneurship activities are offered as joint efforts between different faculties etc. Only one or two of the bottom-10 institutions take such measures to increase the multidisciplinary aspect of entrepreneurship education, which is also significantly worse than the average score. Furthermore, 78 percent of the HEIs offered cross-faculty or multidisciplinary entrepreneurship activities in the previous academic year. These both include incurricular and extracurricular activities. Most of the HEIs also provide opportunities for entrepreneurship students from different faculties or disciplines to mix in the classroom (76 percent). This strong focus on cross- and inter-discipline activities indicates that entrepreneurship education really has emerged as a broad concept at the HEIs with entrepreneurship education throughout Europe. 7.2.5 Types of institutions

The different aspects of entrepreneurship institutional infrastructure such as an entrepreneurship department or a technology-transfer office might not be equally important for different types of institutions. Regarding entrepreneurship departments this is shown in the distribution of departments across the different types of HEIs, where fewer non-technical HEIs – e.g. architect or music schools – have an entrepreneurship department than for instance specialised technical HEIs. Also, 75 percent of the technical HEIs with entrepreneurship education that are part of a larger multidisciplinary HEI have a technology-transfer office compared with 57 percent of the specialised technical HEIs and 32 percent of the non-technical specialised HEIs. None of the independent business schools have a technology-transfer office. In respect of entrepreneurship chairs, multidisciplinary HEIs with and without business schools have an average of 2.3 and 2.7 chairs respectively, specialised HEIs have an average of 3.5 chairs, and independent business schools have an average of 3.7 chairs. Of the specialised HEIs, technical HEIs have an average of 5.3 chairs whereas non-technical have an average of 2.5 chairs. 7.2.6 Regional differences

The survey shows some differences between the EU15 and the EU>15 countries, see figure 7-2.

For instance, figure 7-2 shows that the EU15 countries have more incubators (64 percent) than the EU>15 countries (39 percent). On the other hand the EU>15 countries tend to have more entrepreneurship chairs than the EU15 countries. Furthermore, the EU>15 countries tend to have more and larger departments than the EU15 countries. In the new countries, 44 percent of the HEIs with entrepreneur education do have a department compared with 50 percent in the EU15 countries. And 41 percent of the departments in the new countries have at least five full-times academic staff compared with 24 percent in the EU15 countries. 7.2.7 Development over time

There seems to be a clear connection between the numbers of years that an HEI has been engaged in entrepreneurship education and the development of the institutional infrastructure. For instance, 47 percent of the HEIs who have less than four years of experience in entrepreneurship education have an incubator compared with 73 percent of the HEIs with more than 12 years of experience. Likewise, 64 percent of the HEIs with more than 12 years of experience with entrepreneurship education have an entrepreneurship centre with more than one full-time staff compared with 41 percent of the HEIs with less than four years of experience. This connection between experience and development is found in most of the aspects of institutional infrastructure.

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7.3

Approaches

In Europe, half of the HEIs with entrepreneurship education have an entrepreneurship department, cf. figure 7-3. Departments can enhance entrepreneurship education at the institution by boosting academic credibility and thereby the quality and attractiveness of entrepreneurship research and teaching.

The survey points to the number of years with entrepreneurship education as an explanatory factor for establishing an entrepreneurship department. In the survey, 59 percent of the institutions with less than four years of experience with entrepreneurship education do not have an entrepreneurship department. In contrast, the number is 43 percent for institutions who have more than 12 years of experience with entrepreneurship education. Whereas entrepreneurship departments will often conduct research in entrepreneurship, entrepreneurship centres will often have a more coordinating and awarenessenhancing role. One might expect that the higher-education institutions will go through a process where departments over time stress the need of a dedicated entrepreneurship centre with a more coordinating and awareness-enhancing role at the HEI. The survey shows that 61 percent of the HEIs with entrepreneurship education both have an entrepreneurship department and an entrepreneurship centre. This only gives limited support for the hypothesis.

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Having an entrepreneurship department will therefore probably not be equally relevant for all kinds of HEIs. This is reflected in the distribution of departments across the different types of technical HEIs, where fewer non-technical HEIs – e.g. architect or music schools – do have an entrepreneurship department (56 percent) than for instance specialised technical HEIs (43 percent). Furthermore, the EU>15 countries have more and larger departments than the EU15 countries. In the EU>15 countries, 44 percent of the HEIs with entrepreneur education do have a department compared with 50 percent in the EU15 countries. And 41 percent of the departments in the EU>15 countries have at least five full-times academic staff compared with 24 percent in the EU15 countries. 7.3.2 Entrepreneurship centre

In several of the institutions which have been interviewed in the survey the importance of the entrepreneurship centre for developing entrepreneurship education seems to be underlined. In the following, the findings from the most interesting case studies are outline in respect of their different approaches to entrepreneurship education and the role the entrepreneurship centre plays in coordinating and rooting entrepreneurship education at the universities. However, there are more entrepreneurship centres today than entrepreneurship departments, as 58 percent of HEIs with entrepreneurship education have an entrepreneurship centre. Some are very small, as 6 percent of the HEIs with entrepreneurship education have a centre that employs less than one full-time employee. 52 percent of the HEIs with entrepreneurship education have a centre that employs at least one fulltime employee. Again, there seems to be a process where the longer time the HEIs have engaged in entrepreneurship education, the more they have established an entrepreneurship centre. 64 percent of the HEIs with more than 12 years of experience with entrepreneurship education have an entrepreneurship centre with more than one full-time staff compared with 41 percent of the HEIs with less than four years of experience, see table 7-1.

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In addition.Table 7-1: Entrepreneurship centres
Years of experience with entrepreneurship education More than 12 years of experience 64% 7% 29%
Less than 4 years of experience
Between 4 and less than 8 years of exp. This point to an entrepreneurship centre might help anchor the entrepreneurship strategy and secure continuity as well as collect experience gained. and the centre employs at least one full-time employee (or equivalent) Yes. In most of the cases the entrepreneurship centre plays a key coordinating role. 44% 7% 49%
Total Yes. and the centre employs less than one full-time employee (or equivalent) No. my institution does not have an entrepreneurship centre 52%
41%
6%
12%
42%
47%
Regarding the different types of HEIs. plays a key role in ensuring support for new entrepreneurship initiatives from the school’s management. 71 percent of independent business schools with entrepreneurship education have an entrepreneurship centre compared with 39 percent of the specialised HEIs and 54 percent of the multidisciplinary HEIs. Activities
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Between 8 and 12 years of experience 55% 3% 42%
. the centre’s management develops and proposes the strategy for entrepreneurship at INSEAD to the faculty and the school’s management and works on building strong relationships with relevant external stakeholders. It is worth pointing out that all of the top-10 HEIs with entrepreneurship education in the survey have an entrepreneurship centre – and that none of the bottom-10 HEIs with entrepreneurship education have one. Furthermore. For instance. one of Europe’s leading business schools. the Centre for Entrepreneurship at INSEAD in France. The Centre for Entrepreneurial Learning (CfEL) at the British University of Cambridge also has nine full-time staff that are all focused on planning and implementing entrepreneurship courses. The centre also liaises with other areas of the school and alumni organisations to ensure that entrepreneurship strategy is well understood and co-ordinated with other initiatives and priorities. the solid strategic embeddedness of entrepreneurship within INSEAD and the academic excellence of the entrepreneurship faculty seems to ensure a sustainable development of the area. Most of the centres engage in a wide range of activities with the aim of raising the awareness of students and staff in respect to entrepreneurship education.

include summer schools, lectures by entrepreneurs, organising of courses, inviting alumni entrepreneurs to come back and tell about their experiences and act as role models, planning business seminars where the students are teamed up in interdisciplinary groups to develop their own business ideas and business models, etc. Some institutions go even further. At the Technical University in Munich (TUM), which has one of the largest entrepreneurship centres in the survey, activities are often carried out in close cooperation with large firms, and bring the students very close to the real entrepreneurship experience through the Manage&More programme. Manage&More is an interdisciplinary entrepreneurship programme at the TUM launched in 2004. Each semester, 20 students and post-graduates are selected from all faculties to participate in the 18-month programme. These students are selected based on number of criteria such as ambition and commitment to their studies. During the programme the students can, alongside their studies, participate in seminars, workshops and lectures. Moreover, the students get their own personal mentor provided by the corporate partners of the TUM. Also in cooperation with the corporate partners – many of these major worldwide companies such as Lufthansa, BASF, Microsoft and Intel − the students – in interdisciplinary groups – undertake innovation projects where they develop and market within a short space of time new products and services.21 On average, three companies are started per year due to the Manage&More programme. Furthermore, the TUM Business School and UnternehmerTUM together with the Leipzig Graduate School of Management have recently launched an MBA programme on Innovation and Business Creation. The programme consists of 60 days of classroom teaching and training as well as a study trip to Silicon Valley and offers to experienced innovation managers and corporate founders the opportunity to further develop their business models in an entrepreneurial network. A good example of how to establish an entrepreneurship centre is found at the Technical University in Munich (TUM) which took a very proactive approach to the centre’s establishment. The president of TUM, Dr. Wolfgang Hermann, asked Dr. Schönenberger to investigate the possibility of setting up an entrepreneurship centre by analysing good-practice examples of entrepreneurship centres around the world. On this background, Dr. Schönenberger together with Dr. Jopen (a serial entrepreneur) wrote a business plan for setting up an entrepreneurship centre and presented it to the president. In the course of 12 months they had raised enough money to start the entrepreneurship centre called UnternehmerTUM in January 2002. The company was set up as an independent, non-profit private limited company and an associated institute of the university. The centre has about 40 employees whereof approx. 20 professionals come from the corporate world with entrepreneurial experience of their own. The independence from the university probably has a positive effect on the possibilities of attracting professionals from the corporate would without academia requirement. And these professionals with hands-on experience are likely to assure a practical orientation and a high level in the entrepreneurship education.
21

To learn more about the programme please visit: http://www.unternehmertum.de/mm/manage.html (in German, but with an English summary)

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In the Netherlands the government has played a proactive role through an Action Program for Entrepreneurship and Education. In 2004, the Ministry of Economic Affairs, in close cooperation with the Ministry of Education, presented the Action Program, which was to focus more on the education task of higher-education institutions. Through this renewed focus the aim of the programme was to promote an entrepreneurial attitude and to strengthen the entrepreneurial knowledge and skill among young people and thereby increase the pool of entrepreneurial talent. As the Dutch government has a strong focus on evidence-based policies, the Ministry of Economic Affairs and the Ministry of Education mapped what entrepreneurship activities were going on in the Dutch higher-education institutions to spot good practices that could be mainstreamed. In 2007, the partnership decided to create roadmaps on both national and institutional level for integrating entrepreneurship at the different levels in the Dutch educational system. One of the objectives of the roadmaps was to have a strategic plan that the ministries could use to guide the entrepreneurship education policies in the years to come. 7.3.3 Incubators and technology-transfer office

An incubator can be an effective way to raise awareness about the possibility of startup and spin-out among students and staff. A majority of the HEIs with entrepreneurship education in Europe have an incubator (61 percent). 42 percent of the HEIs with entrepreneurship education provide incubator facilities that can host at least ten graduate start-up or academic spin-offs. 19 percent of incubators can host less than ten start-ups or spin-outs. Again there seems to be a connection with the number of years the HEIs have been involved in entrepreneurship education. 47 percent of the HEIs which have less than four years of experience in entrepreneurship education have an incubator compared with 73 percent of the HEIs with more than 12 years of experience. In contrast with entrepreneurship departments, the EU15 countries have more incubators (64 percent) than the EU>15 countries (39 percent). Most of the HEIs with entrepreneurship education have a technology-transfer office (TTO). 55 percent have a TTO with at least one full-time employee, 5 percent have one with less than one employee. That means that 40 percent of the HEIs with entrepreneurship education do not have a TTO. A TTO is probably more relevant for technical HEIs. 75 percent of the technical HEIs with entrepreneurship education that are part of a larger multidisciplinary HEI have a TTO compared with 57 percent of the specialised technical HEIs and 32 percent of the non-technical specialised HEIs. On the other hand none of the independent business schools have a TTO, see table 7-2 below.

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Table 7-2 Technology-transfer offices
Type of institution

Multidic. HEI without business school

Total Yes, and the TTO employs at least one full-time em- 55% ployee (or equivalent) Yes, and the TTO employs less than one full-time 5% employee (or equivalent) No, my institution does not have a TTO 40%

64%

62%

44%

0%

3%

5%

0%

0%

33%

33%

56%

100%

Incubators can be started as a public initiative as shown by the Delft Technical University in the Netherlands. Here it was the city of Delft that started the incubator which was placed at the University campus. The incubator has a strong track record, as 51 incubatees have been selected in the past three years out of whom 46 are still running a business with 172 employees. There are also differences between the incubators included in the survey. ESPCI– ParisTech in France does not run its own incubator, but the companies established within ESPCI–ParisTech have the possibility of being incubated at a public incubator run by the city of Paris. Furthermore, since the professors and students file patents under their own name, and not under the name of the university, they do not see the need for a technology-transfer office. This seems to differ somewhat from the rest of the HEIs with entrepreneurship education in the survey, where most have a technology-transfer office. Some of the interviewers have also pointed out that there might be an advantage in separating the entrepreneurship centre and the technology-transfer office, as they have different rolls and employ different kinds of staff (entrepreneurs versus lawyers). This has for instance been the case at the Cambridge University in the UK. In sum, a majority of the HEIs in the specific survey have an entrepreneurship department (52 percent), a dedicated entrepreneurship centre (58 percent), an incubator (62 percent), and a technology-transfer office (60 percent). 36 percent of the HEIs with entrepreneurship education have all the different kinds of facilities and therefore have an entrepreneurship department as well as an entrepreneurship centre, an incubator and a TTO. 61 percent both have an entrepreneurship department and an entrepreneurship centre. Especially the importance of entrepreneurship centres has been underlined in this section, which is also seen by the fact that all of the top-10 HEIs in the survey have an entrepreneurship centre. Finally, one can point out that entrepreneurship departments seem to play a minor role compared with entrepreneurship centres in the case studies, or at least they have not been touched upon in the same degree by the respondents.

Independent business school

Multidic. HEI incl. business school

Specialised HEI

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7.4

Entrepreneurship appointments

Entrepreneurship appointments such as entrepreneurship professorships/chairs can ensure a higher degree of embeddedness of the entrepreneurship education. A large number of entrepreneurship professors would also indicate that entrepreneurship is high on the agenda in Europe among the institutions. 33 percent of HEIs with entrepreneurship education have less than one tenured chair in entrepreneurship (and 55 percent have less than one non-tenured chair). Table 7-3 shows the number of entrepreneurship professorships/chairs at the European HEIs with entrepreneurship education. It should be noted, that there was a number of outlines in this question.

Table 7-3 shows that the majority of HEIs in the specific survey have one or two chairs, either tenured or non-tenured. The average number of chairs are 2.6 for tenured and 3.1 for non-tenured chairs. This positive result seems to indicate that the HEIs with entrepreneurship education do in fact put significant manpower and resources into the field. Out of all the HEIs in Europe 60.3 percent do not have entrepreneurship chairs. This result is the same as that in a study22on entrepreneurship chairs in German-speaking Europe from 2007. This study showed that 65 percent of the HEIs in German- speaking Europe did not have a chair in entrepreneurship. In the present survey 25.5 percent of the HEIs in the study have a tenured chair and 14.2 percent have a nontenured chair. The different types of HEIs in the survey differentiate on the number of tenured chairs, see figure 7-4 below. Multidisciplinary HEIs with and without business schools have an average of 2.3 and 2.7, chairs respectively, specialised HEIs have an average of 3.5 chairs, and independent business schools have an average of 3.7 chairs. Of the

22

EFER and Technical University of Munich (TUM) Mapping Study on German-speaking Universities: http://www.efer.nl/res/res02.htm

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On average.3 tenured chairs and 3. On example of this is found at the Utrecht School of the Arts (HKU) in the Netherlands.1 non-tenured chairs.7
0 Multidisciplinary HEI with Multidisciplinary HEI business school without business school department department Specialised HEI Independent Business School
Not surprisingly.
Figure 7-4: Tenured chairs at different kinds of institutions
Number of chairs 4
3 Share of institutions
2 3. The survey also shows that the EU>15 countries tend to have more entrepreneurship chairs than the EU15 countries.5 tenured and 4. HEIs that have worked longer with entrepreneurship education tend to have more tenured chairs than HEIs where entrepreneurship education is a relatively new discipline. Taking on entrepreneurship education and trying to embed the concept of entrepreneurship throughout the entire institution at HKU has called for a cultural change.3 chairs whereas non-technical have an average of 2.7 1 2.5 chairs.2 non-tenured chairs.specialised HEIs. HEIs with less than four years of experience of entrepreneurship education have 2.
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.8 tenured chairs and 3. the EU>15 countries have an average of 4.5 2. On average. this finding has to be interpreted carefully. However. The EU15 countries have an average of only 2. Entrepreneurship staff might act as champions.3
3.3 tenured and 2. driving change at the HEIs. technical HEIs have an average of 5. as the EU sample of new EU countries is rather small and the standard deviation rather large. To support and promote this cultural change the HKU has appointed entrepreneurship champions in the different faculties and act as internal change agents. whereas HEIs with more than 12 years of experience have an average of 3.5 non-tenured.6 non-tenured chairs.

table 7-4. 7. research helps establish entrepreneurship as a traditional academic discipline in line with other research fields and improve the academic credibility of the entrepreneurship field.5 Research in entrepreneurship
Research activities in the entrepreneurship field can help ensure a higher degree of embeddedness of the entrepreneurship education across the HEI. cf.On top of that. Therefore it is a very positive finding in the survey that almost 75 percent of the HEIs with entrepreneurship education in Europe conduct research on entrepreneurship. it was decided to make him a part of the COCI-team to take advantage of the goodwill and respect from the faculties as well as his experience with entrepreneurship education in pushing the entrepreneurship agenda. respectively. and not for instance solemnly for evaluation purposes. understanding market trends and needs within the area is stated as an objective by 55 percent of the HEIs. Internal evaluation and benchmarking are also among the purposes for conduction research. Therefore.
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. an academic who has high standings in the different faculties and is respected for his academic merits. Furthermore. the HKU has appointed an entrepreneurship champion from the outside. and 55 percent conduct research on entrepreneurship education. Ton Lamers. A number of the faculties were already in contact with this person in the attempt to increase focus on professional business skills in the arts courses. as stated by 49 percent and 36 percent of the HEIs. This seems to indicate that most of the times research on entrepreneurship education is conducted as any other academic research. At the same time. This is for instant the case at the Helsinki School of Economics in Finland where research findings are applied at the entrepreneurship education in order to improve the education. For a majority of the HEIs (65 percent) the objective of the research on entrepreneurship education is to further advance the field and conduct cutting-edge research.

which formalises all the entrepreneurship activities including for instance PhD. The centre seeks to enhance the development of entrepreneurship both in the Shannon region and the Irish economy in general. business school
Specialised HEI
Total
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. probably because they have smaller academic departments. HEI without business school
To further advance the field/conduct 65% cutting edge research within the field of entrepreneurship education To understand market trends and 55% needs within the area of entrepreneurship education For internal evaluation purposes For benchmarking purposes Other objectives 49% 36% 6%
73%
69%
57%
63%
53%
60%
29%
50%
67% 20% 0%
46% 43% 8%
57% 43% 0%
50% 25% 13%
Most of the HEIs with a long history of entrepreneurship education conduct research on entrepreneurship (85 percent with more than 12 years of experience with entrepreneurship education) compared with HEIs with less than four years of experience (50 percent). information management and project management. it has a clear goal to undertake long. Here. Research within the department is diverse and encompasses many aspects of marketing and management. The teachers in Entrepreneurship at the Kemmy Business School are all part of the centre. as only 14 percent conduct research on entrepreneurship. One example of dedicated entrepreneurship research is found at the Kemmy Business School in Ireland. cutting-edge research on entrepreneurship and the SME sector. In the survey. the Department of Management & Marketing is comprised of five main groups namely. The Centre for Entrepreneurship Studies is a “house”.Table 7-4: Objective of the HEIs research on entrepreneurship education
Type of institution Multidic. management. specialised technical HEIs have the lowest level of research activities. including understanding the
Independent business school
Multidic. entrepreneurship. Established in 1992. Research degrees at Master’s and PhD level are available to students interested in any of the broad areas within marketing and management. HEI incl. the Centre for Information and Knowledge Management and the Centre for Entrepreneurial Studies.term. the UL/IMI Centre for Marketing Studies. It is a recognised centre which highlights the strategic importance of entrepreneurship activities at the university. The department has three dedicated research centres. marketing. The research agenda focuses on a range of issues. namely.

etc. However. The research will also be used by staff in the education. investigating which teaching methods will be most appropriate to use. The research group conducts research on different aspects of cultural entrepreneurship. At the Delft University of Technology in the Netherlands the connection with research is deemed important to get the academic credibility for the programmes they offer at the entrepreneurship centre. The link between research and academic credibility is highlighted in those of the cases that touched the subject. 78 percent of the HEIs offered cross-faculty or multidisciplinary entrepreneurship activities in the previous academic year. the centre is applying for five PhD students to expand the research in entrepreneurship. In the top-10 institutions almost all institutions have made structures to ensure a crossdiscipline approach.6 Cross-discipline structures
Traditionally. As pointed out in the introduction of the chapter there is a significant difference between top and bottom institutions in the focus on cross-discipline structures. entrepreneurship education has been embedded in the management/engineering fields. regardless of which faculty or discipline they are connected to. Therefore. Only one or two of the bottom-10 institutions take
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. entrepreneurship theory and graduate entrepreneurship. the impact of the intervention agencies.entrepreneurial process. but the growing recognition of entrepreneurship education as a much broader concept has initiated a focus on the need for cross-discipline actions both in delivering and developing entrepreneurship education. Here. This focused approach to integration and long-term research probably has a positive effect on the level of research being conducted. so this remains an open question. Only 40 percent of the multidisciplinary HEIs with entrepreneurship education do not facilitate this. The top-10 institutions make sure that students from all disciplines can take the credit-bearing entrepreneurship courses. These both include incurricular and extracurricular activities. The results are used for (improvement of) entrepreneurship education and practice – for example research results are used when developing new entrepreneurship courses. the Research Group Art and Economics is a part of the Faculty of Art and Economics at the HKU. the significance of SMEs. Most of the HEIs also provide opportunities for entrepreneurship students from different faculties or disciplines to mix in the classroom (76 percent). make sure that the entrepreneurship activities are offered as joint efforts between different faculties etc. This is reflected in the fact that a majority of the multidisciplinary higher-education institutions allow all their students to take entrepreneurship courses and have them credited to their degree. there has been no ranking of the quality of the research in entrepreneurship. Another example of entrepreneurship research is found at the Utrecht School of the Arts in the Netherlands. Furthermore. not making entrepreneurship a sort of add-on to the institution placing the activities in the business department. 7.

and presentation skills.” Claire Maclean. workshops and lectures delivered by experts covering a broad range of topics including: creative teamwork. product. the university has established the Innovation Cells. because it is where things clash that the interesting things happen. the division establishes an Innovation Cell. entrepreneurship training. raising finance. The Board is chaired by an experienced business person who is joined by a representative from the HSCE and the idea provider.such measures to increase the multidisciplinary aspect of entrepreneurship education. new venture strategy. legal issues. The HSCE bridges the gap for transforming world-class research into high-growthpotential commercialisation platforms by combining design. The Innovation Cells deliberately create environments to further stimulate cross-fertilisation of ideas across disciplines and schools. writing business plans. Students and staff from all the faculties can come to the Enterprise and Development division with an idea. which is also significantly worse than the average score. design. Enterprise and Development Manager Based on this belief. This work forms part of the Creative Entrepreneurship Module (20-24 ECTS) that can be credited at the student’s home university as part of their Master’s studies. The school is a multidisciplinary expertise-based and enterprise-oriented education-programme project between the Helsinki School of Economics. a Project Board assembled especially for their project. In practice this is done by inviting researchers from the three universities to submit research projects with commercial potential. the University of Art and Design Helsinki and the Helsinki University of Technology. due diligence. project planning and data discovery. where a small group of creative people (students as well as staff) are pooled together to work on one particular innovation. business and technology disciplines. The school was initiated in late 2005 and welcomed its first students in January 2007. This finding is in line with an interesting finding in the cases where the crossdiscipline structures are often underlined as important for the development of entrepreneurship education. the University's Learning. sales training. Each team will be supervised by. This is stated clearly in the following remark from the case of the University of Salford in the UK: “It is the cross-disciplinary structures that are really helpful and is something we try to capture through the Innovation Cells. service or idea. The Helsinki School of Creative Entrepreneurship (HSCE) in Finland offers a range of interesting findings regarding cross-disciplinary structures. and if the idea has potential. HSCE students will then have the opportunity to “apply” the knowledge and skills acquired to develop a plan to transform the submitted projects into a start-up with “growth potential”. Students accepted into the HSCE will enrol in a year-long series of seminars. and will report to.
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. with staff in groups in Communities of Practice.

.

8. Further.1
TEACHING AND LEARNING
Introduction
Teaching and learning covers the actual activities taking place in the entrepreneurship education. The scope and focus of entrepreneurship education vary among HEIs. Teaching about entrepreneurship can be compared with more traditional academic disciplines like economy or social science. One main task of this chapter is to investigate the most common teaching methods currently in use. depending on the types of institutions and years of experience with entrepreneurship education and whether the focus is teaching about entrepreneurship or for/in entrepreneurship. This chapter will provide input on how HEIs and other institutions can work with entrepreneurship in their day-to-day routines. we aim to identify good practice in delivering entrepreneurship at the higher-education level. Furthermore. The curriculum part of the dimension investigates how the HEIs develop their entrepreneurship curriculum focusing on collaborations across disciplines and also institutions and borders in the development of entrepreneurship curriculum.
8. This includes the entrepreneurship courses and degrees offered and the range of extracurricular entrepreneurship activities provided. The following four elements constitute the dimension teaching and learning in the framework model applied in the survey (the underlying questions can be seen in box 8. whereas teaching for/in entrepreneurship involves subjects that traditionally lie outside the university sphere. it is a goal to explore the most innovative ones. the quality of the entrepreneurship taught also depends on the actual teaching material and teaching methods used. Also.1):
• • • • •
Courses Degrees Curriculum Extracurricular activities Teaching methods
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.

Is entrepreneurship primarily integrated across curriculum or taught only in specialised courses at your institution? 6.Box 8-1: Overview of the questions in the Teaching and Learning dimension Courses (questions 1-5 are repeated for graduate and postgraduate levels – if present at HEI) 1. both full. Please estimate the number of students at each study level enrolled in these degree programmes in the previous academic year? 3.) that really have an impact on the entrepreneurship performance in institutions from our survey. Please estimate what percentage of your total entrepreneurship courses for undergraduate students were courses ABOUT entrepreneurship versus FOR entrepreneurship. How are your institution’s entrepreneurship courses divided according to the above phases? Degrees 1. the distance between the highest. Approximately. 5. Did your institution offer one or more degree programmes in entrepreneurship in the previous academic year? 2. 4.and lowest performing institutions is relatively small. were male versus female. Did your institution offer extracurricular activities focusing on entrepreneurship in the previous academic year? 2. How often does your institution make use of the following main teaching methods in the entrepreneurship education? Extracurricular activities 1. Please estimate the number of UNDERGRADUATE students that in the previous academic year passed these incurricular entrepreneurship courses quantified in the previous question? 3.2
Main conclusions
Comparing institution performance with respect of the number of courses. Which faculties/disciplines at your institution did offer incurricular entrepreneurship courses and/or entrepreneurship degree(s) (no matter study level) in the previous academic year? Curriculum 1. Please estimate what percentage of these undergraduate students. how many incurricular entrepreneurship courses did your entire institution offer to undergraduate students in the previous academic year? 2.and part-time) who participated in extracurricular entrepreneurship activities in the previous academic year?
8. Does your institution at present time have cross-faculty/interdisciplinary formalised collaborations in developing new entrepreneurship education? Teaching methods 1. The main reason is that institutions with entrepreneurship education offer almost the same number of entrepreneurship courses. but it is the additional activities (curriculum development. Does your institution… – Have in-house development of entrepreneurship teaching curriculum and/or teaching methods? – Import entrepreneurship teaching curricula and/or teaching methods from other HEIs? – Have formalised national exchange of good practice in entrepreneurship education? – Have formalised international exchange of good practice in entrepreneurship education? – Include entrepreneurs/practitioners in the development of entrepreneurship teaching materials? – Have a Curricula Development Fund dedicated to entrepreneurship curriculum 2. extracurricular activities etc.
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. Please estimate the total number of students (at any level. This implies that entrepreneurship education may often start with offering some courses in entrepreneurship.

8. Again. the screening criteria do not stipulate the number of courses. However.2. it is still worth noticing that there are fewer courses at postgraduate level than at undergraduate/graduate level. but during the interviews with good-practice institutions it was voiced that having degrees in entrepreneurship was not necessarily better than having no degrees. At postgraduate level. Even though most institutions offer a relatively similar amount of courses.2 Degrees
It is interesting to see the difference between top 10 and bottom 10 when it comes to entrepreneurship degrees. Different emphasis among institutions in education for/in or
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. focus will rather be on teaching about entrepreneurship than in/for entrepreneurship. The argument was that it is more important to embed the entrepreneurial vision in all courses in order to get in touch with all students instead of just students that probably already have a positive notion of entrepreneurship because they have actively chosen an entrepreneurship degree.Figure 8-1 illustrates the difference between the reported teaching & learning framework conditions for top-10 institutions compared with the bottom 10 and the average. which may lead to a smaller number of courses.2. this indicates that the number of courses might not be a strong determinant of performance as an entrepreneurial institution.
Figure 8-1: Teaching & Learning
Courses
100 80 60 40
Extra-curricula activities
20 0
Degrees
Top10 Bottom10
Teaching methods Curriculum
Average all
8. The presence of entrepreneurship degrees may bear witness to the institution’s engagement in entrepreneurship education.1
Courses
The lack of distance for the variable courses can partly be explained by the fact that all the institutions included in the long survey have passed the screening criteria – that they have entrepreneurship courses.

Experiences within the field of entrepreneurship education are in their infancy in many European countries. Therefore.4 Extracurricular activities
Figure 8-1 also indicates that extracurricular activities are an important aspect of entrepreneurship education that can supplement the incurricular activities. 8. The experiences from the interviews indicate that extracurricular activities are important in order to succeed in entrepreneurship education.2. the results indicate that entrepreneurship degrees constitute an effective tool for the entrepreneurial institution. There are often demands from the national governments on the curriculum content for the individual disciplines.about entrepreneurship may influence the opinion on the importance of degrees. Most of the institutions in the survey import entrepreneurship from others. The interviews indicate that the teaching methods have innovative elements through testing new teaching methods. Many HEIs have certain structures and regulations that they have to adhere to when it comes to curricula. Much of the curriculum is based on experience from the United States and cannot be directly transferred to the European context.5 Teaching methods
Because teaching methods (along with entrepreneurship courses) in reality are fundamental to entrepreneurship education one might assume that the relatively lowperforming institutions will have made some progress in this field and will not lack too far behind the better-performing institutions. 8. 8.2. but few have formalised the exchange of good practice. The relatively short distance from top to bottom institutions – compared with the other variables – found for the variable teaching methods supports this assumption. By presenting cases for the students. the entrepreneurship lecturers want to provide inspiration and give the necessary tools for starting a new business. both the survey and the in-depth interviews conducted in this study show that teaching methods in use vary greatly among HEIs. Teaching entrepreneur-
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. making use of guest lecturers who have experience from the field and by making the students simulate or create own businesses.3 Curriculum
The difference in curriculum between top-10 and bottom-10 institutions is also significant. and this can mean that there is little room for incorporating all the entrepreneurship activities which the institutions want. However. Networking and contacts with business life is crucial in order to learn from experienced entrepreneurs and successful business people. especially education in/for entrepreneurship. there should still be plenty of room for more cooperation and exchange of experience and methodology between HEIs to make the teaching methods better. In the development of European curricula you would expect great room for improvement by learning for others.2. Nevertheless. In such cases the institutions can make use of extracurricular entrepreneurship activities and thereby make sure that all students have the opportunity to engage in entrepreneurship if they want to. There seems to be a potential for more exchange of experience of this field.

There is a clear tendency that the more experienced the institution is. Other widespread teaching methods are project work and use of guest lecturers. which may open up for the use of creative teaching methods. the new EU countries practice more company visits than the old ones. HEIs which have long experience in entrepreneurship education seem also to integrate the education more into existing courses. The in-depth interviews show a clear need for the development of national and local case studies. exchange of experience seems to be more formalised among the HEIs with longest history of education of entrepreneurship. the survey indicates that independent business schools and specialised technical institutions have more courses for/in entrepreneurship than other institutions. Many HEIs also include various kinds of business simulations in the education. The most common teaching method in entrepreneurship is lecturing. When it comes to extracurricular activities. but most of the HEIs also use case studies very often. Further.2.2.2.7 Regional differences
The survey shows that there is a regional difference when it comes to offering degree programmes in entrepreneurship.6 Types of institutions
When looking at how teaching and learning vary among institutions. The in-depth interviews point out that the non-lecturing methods in use are both time.ship includes an element of practical learning. Business schools are also more likely to have extracurricular activities such as matchmaking events and personal coaching for entrepreneurial students.and resource-consuming.8 Development over time
Along several dimensions we see that HEIs with longer experience in entrepreneurial education differ from those with shorter experience. 80 percent of the HEIs in the countries that more recently entered the EU offer degrees in entrepreneurship. When it comes to whether the institutions offer degree programmes in entrepreneurship. but the institutions with short experience in entrepreneurship seem to have fewer extracurricular activities than the others. HEIs in EU15 countries are more active in offering business plans or venture capital competitions than the new EU countries. while 52 percent of the HEIs in the EU15 countries did the same. almost all of the participating HEIs offer some kind of extra activities. it is
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. the more likely it is to propose a degree programme in this subject. the more experienced the institution is. Also when it comes to extracurricular activities. 8. Most countries need their own role models. On the other hand. business schools are the type of HEIs that most frequently offer this. also when it comes to good entrepreneurial practice. there are regional differences. the more courses it will offer. Also. 8. 8. which limits the institutions’ ability to expand entrepreneurship education. Further.

However. The HEIs who are just starting to teach entrepreneurship probably need to cooperate across faculties in order to establish it.3. This pattern is clear also when we adjust for the fact that large institutions offer more courses than small institutions. Among the institutions with the largest number of students (highest quartile among the institutions in the survey) almost half of the institutions offer more than ten courses. and it can focus on the start-up phase or the pre or post start-up phase. 8. It can be offered at all levels of study.3 Courses
Entrepreneurship is being taught in various scales across the higher-education institutions in Europe.interesting to see that both the institutions with little experience in the field and those having 12 years or more of experience have a high degree of crossfaculty/discipline collaboration on developing entrepreneurship education. All of these factors may say something about the skills and attitudes that the students obtain. 6 percent of the respondents do not offer any courses.3
35% 46% 10% 8% 3. 8.
Table 8-1: Number of incurricular entrepreneurship courses/modules institutions offered to undergraduate/graduate/postgraduate students (year previous to the survey)
Undergraduate Percent Graduate Percent Postgraduate Percent
0 courses 1-5 courses 6-10 courses More than 10 courses Average (n = 194)
6% 38% 21% 34% 9. while those who have done work in the field for a long time may see the advantage in developing the programmes further by taking in other points of view.
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. It can be integrated in the curriculum or taught in specialised courses. as shown in the table below. courses in entrepreneurship are most commonly offered to undergraduate or graduate students. and whether they have been equipped with an entrepreneurial mindset that can help them if they want to start up a business after graduation or act as intrapreneurs or just be entrepreneurial in their everyday life.1 Levels
Among institutions with entrepreneurship education.3
7% 44% 26% 23% 7. a third of the institutions offer more than ten courses. which is also the case for the largest institutions.0
The table shows that at undergraduate level. The education can focus on teaching about or for entrepreneurship.

but not too surprising. When it comes to whether the institutions offer courses about or for/in entrepreneurship. many of the interviewed HEIs said that they offer courses for undergraduate/graduate level. At postgraduate level. First. just above seven courses at graduate level and three courses at postgraduate level. but is marked at both graduate and postgraduate level. while only a few have courses for PhD students. The difference between undergraduate/graduate level and postgraduate level is interesting.When it comes to postgraduate courses. the survey indicates that independent business schools and specialised technical institutions have more courses for/in entrepreneurship than the others. which shows the average share of courses about and for/in entrepreneurship for graduates. than in/for entrepreneurship. cf. On average. average share of courses ABOUT and FOR/IN entrepreneurship for graduates. 35 percent of the institutions which offer entrepreneurship education do not have courses.
Table 8-2 Category of entrepreneurship education. business school Technical Specialised technical Technical as part of multidisciplinary HEI
Specialised HEI
Courses ABOUT entrepreneurship – average % Courses FOR/IN entrepreneurship– average % Courses both ABOUT and FOR/IN entrepreneurship– average % (n = 158)
26%
25%
26%
29%
15%
25%
18%
25%
41%
44%
38%
50%
60%
40%
64%
44%
32%
31%
35%
21%
25%
35%
18%
28%
Non-technical
Independent ness school
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. there is a limit to what one can learn about and for entrepreneurship before the student has to go out into real life to test his or her knowledge. The share is almost the same for institutions with a large number of students (highest quartile among the institutions in the survey). The difference among different types of HEIs is small at undergraduate level. focus will rather be on teaching about entrepreneurship. Table 8-2. As many of the interviewed HEIs pointed out during the interviews. the higher-education institutions offer approximately nine courses at undergraduate level. HEI without business school busiMultidic. The case studies underline several of the findings from the survey. This educational concentration probably implicates less courses. Distributed on the type of institutions
Total Type of institution Multidic. This may be the reason why most of the institutions give more importance to courses on a lower level. HEI incl.

whereas the last fourth have integrated the courses across their curriculum.When the goal is to reach all students to create awareness of entrepreneurship. The results are shown in table 8-4.
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. official bodies and other organisations. One fourth has primarily specialised courses. the students are provided with practical knowledge for starting new business (by their own or in existing companies). When it is mixed. This attitude can be used by the students in starting new businesses. The hypothesis is that by integrating the entrepreneurship teaching in the general curriculum. but HEIs who have long experience in entrepreneurship education seem to integrate it more into existing courses. it is interesting to see whether the entrepreneurship courses are integrated in the existing courses or whether this subject is being taught in tailored courses.
Total Years of experience with entrepreneurship education Between 8 and 12 years of experience Between 4 and less than 8 years of experience More than 12 years of experience 24 9 67
Primarily integrated in the existing curriculum Primarily specialised courses Mix of the above (n = 194)
23%
18%
Less than 4 years of experience
15%
30%
25%
47%
37%
23%
52%
35%
48%
47%
There is little difference between the type of institutions in whether entrepreneurship is integrated or taught in specialised courses. but can be just as useful in existing companies. this will fertilise the ground and promote an entrepreneurial spirit. the institutions try to achieve both goals. In just over half of the institutions (52 percent) there is a mix of integration and specialised courses. Integrating entrepreneurship in the curriculum may signify whether the goal is to provide the students with an entrepreneurial mindset or whether it is to give the students practical tools to start up new businesses. In the survey we therefore asked the multidisciplinary institutions to indicate which of their subjects offer entrepreneurship courses. By offering specialised courses.
Table 8-3 Percent of courses integrated across curriculum or taught only in specialised courses/modules. One of the a priori assumptions in the survey was that the business and technical subjects in multidisciplinary institutions are more likely to offer entrepreneurship courses than for example the humanities and arts subjects.

agriculture and food industry. Also most of the interviewed HEIs seem to offer entrepreneurship courses only in certain disciplines. Here. The subjects least likely to offer entrepreneurship courses are public security. This may give hope that entrepreneurship will be more often taught in primary school in the years to come. the number is 68 percent. there is a large share of teacher students who choose entrepreneurship electives. At this university. Here students in all faculties can choose entrepreneurship courses as electives. Créactiv Nantes offers different kinds of services to their students. In 82 percent of the multidisciplinary institutions that have a business department. One example of this is the ISM University of Management and Economics in Lithuania. the arts department offers one or more entrepreneurship courses. The University of Wuppertal is another example. In some of the institutions entrepreneurship education is compulsory for students. the business departments offer entrepreneurship courses. all entrepreneurship education was
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. and in this way they understand well the needs of modern businesses. the interesting and rather untraditional element is the implementation of entrepreneurship as one of the ten main values of the university in all courses and not having traditional entrepreneurship courses as an option for the students. Most lecturers in the ISM are Lithuanian and internationally renowned lecturers who are not only engaged in academic activities but are also highly experienced business consultants. In comparison the table shows that in 26 percent of the multidisciplinary institutions that have an arts department. For the institutions with a technical department. In the beginning. regardless of discipline or faculty. This is the case at the University of Nantes. In other words the ISM intends to stimulate the entrepreneurial mindsets of the students in every lesson of their education. Others emphasise the benefits of having entrepreneurship courses integrated into existing courses.Table 8-4: Percentage of multidisciplinary institutions where the subject in question offers entrepreneurship courses Subject Pedagogy/education The humanities and theology The arts Natural science Social science (except business studies) Business studies Technical Food industry and home economics Agriculture Health care Public security/defence Percentage 29% 27% 26% 37% 46% 82% 68% 19% 14% 25% 6%
As expected the table shows that the subjects most likely to offer entrepreneurship courses are business studies and technical studies. from lecturing to different kinds of events and workshops.

when entrepreneurship is taught by specialised academic staff. This indicates that a larger share of the male students choose entrepreneurship courses. 8. for example in business or technical degrees. can start up new businesses.4 Degrees
Some of the higher-education institutions offer elective courses in different aspects of entrepreneurship. and it helps to keep the interest for the subject within the institution. By offering degree programmes. At the entrepreneurship department they consider it more likely that people having some years of work experience. on the start-up phase or on the growth phase. If we look at the graduate and postgraduate students. In addition. for encouragement and inspiration. it is easier to juxtapose the subject to other academic subjects. 20 percent focus mainly on the startup phase and 14 percent on the pre start-up phase. 53 percent of the undergraduate students in entrepreneurship courses are male. This again secures the quality of the teaching and gives it more depth. By having degree programmes it is possible to recruit lecturers and researchers. whereas only a few (3 percent) focus on the growth phase.elective. Just over half of the responding institutions offered one or more degree programmes in entrepreneurship in the previous academic year. Others have entrepreneurship courses integrated in other degrees. However. Degree programmes will also give stability to the subjects. but available for all disciplines. the share of male students in entrepreneurship courses rises to 55 percent.
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. male students are dominant at these institutions. in order to secure the academic recognition of the subject. They therefore wish to give them the necessary tools. Most of the HEIs that have participated in this survey (56 percent) have courses that focus evenly on the three phases. and thus more knowledge on how an enterprise works and necessary contacts. The courses and student activities are both about and in entrepreneurship. which may be the reason why a there is a small predominance of male students in the entrepreneurship courses. Traditionally. one can offer an opportunity to those who are interested in continuing within research when they have specialised in the field. On average. entrepreneurship is taught more frequently in business schools or technical HEIs than in other institutions. However. As for the rest of the institutions. The above University of Wuppertal also plans to introduce entrepreneurship courses for alumni from the university. it is of importance that the institution also offers degree programmes in entrepreneurship. The focus of the entrepreneurship courses can be divided into three: focus on the pre start-up phase.

the more experienced the institution is. just under half on graduate/MA level and one fourth offered programme(s) on PhD/DBA level. the more likely it is to propose a degree programme in this subject. 71 percent have such programmes.Table 8-5: Percent of institutions offering one or more degree programmes in entrepreneurship (irrespective of study level) in the previous academic year
Total Type of institution
Multidic. business school
Specialised HEI
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. 52 percent of the HEIs in the EU15 and 80 percent of the HEIs in the EU>15 countries offer degrees in entrepreneurship. about one third had programme(s) at bachelor level. according to the survey. we found degree programmes within all types of HEI. If we look at our distinction between the EU15 and the EU>15 countries.
EU>15
EU15
Independent business school 71% 29%
Multidic. Among the independent business schools. However.
Table 8-6: Percent of institutions offering one or more degree programmes in entrepreneurship (irrespective of study level) in the previous academic year
Total
EU15 or EU>15
Yes No (n = 202)
57% 43%
52% 48%
80% 20%
Among the institutions with entrepreneurship education. HEI without business school
Yes No (n = 202)
57% 43%
45% 55%
62% 38%
37% 63%
Table 8-5 shows that business schools are the type of HEIs that most frequently offer degree programmes in entrepreneurship. HEI incl. Further.

When the students have collected 20-30 ideas.Table 8-7: Percent of institutions offering different levels of degree programmes in the previous academic year
Total Bachelor level Graduate/MBA level PhD/DBA level (n = 135) 50% 63% 23%
The institutions seem to start taking small steps and then expand their range of courses. The students begin by searching for interesting technologybased business ideas which currently lack an entrepreneurial team. or in research institutions or businesses all over the country. One example is the Norwegian University of Science and Technology (NTNU) which offers a Master’s programme in entrepreneurship for engineering students. where they attend courses in entrepreneurship and under the guidance of faculty staff at BU do further work on developing their business ideas in a USA business environment. they do the first screening in terms of technology. but the other half focuses on entrepreneurship-related subjects and project work. which seem to develop faster than the EU15 countries. Recently. In the summer semester all the students go to Boston University (BU). but a substantial part of the time they are working with a business development project. Two to four students are teamed up around each idea. In the second semester the students develop their first business plan. the NTNU has entered into an agreement with the Technology Transfer Centre at CERN23 related to the search for interesting business ideas. This starts in the first semester. technology change and entrepreneurship. The students will be at CERN for a week. Half of the courses in the Master’s study are still directed towards engineering. The Instituto Superior Técnico (IST) in Portugal is another example. The interdisciplinary PhD in technological change and entrepreneurship at the IST is realised in collaboration with Carnegie Mellon University. It seems to be an exception for the EU>15 countries though. In the entrepreneurship part of the Master’s study. The IST is one of the few institutions offering a PhD programme in entrepreneurship. The in-depth interviews revealed several innovative Master’s programmes. They look for business ideas among the faculty staff at the NTNU and other HEIs.
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. market and favourable relation to the inventors/owners of the idea. Aspects of the PhD are information and communication technology. The focus is on technology. students take appropriate courses. The programme was launched in September 2007 with six students. Together with a panel of experienced business people they end up with three to five selected ideas. At the IST it is financed
23
European Organization for Nuclear Research. market and financing. including identifying further possible cooperating partners.

In addition. not on the basis of their academic grades.5 Curriculum
Experience within the field of entrepreneurship education is in its infancy in many European countries and by many institutions. and there is one per team. That way of doing it is unique in Belgium. desire to achieve. The students get eight real missions in companies. In ad-
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. The research-based programme fills an important gap as there are not many educators at this point who are experienced in this area and thus can teach it. capability in teams and generosity but also availability to engage in this programme. The programme is unique because the pedagogy is different. Of those who have some sort of formalised exchange. and only a limited number of the staff at the HECULg is involved in entrepreneurship. the majority import good practice on a national level. The programme is open to all faculties. The table below also shows that almost all the respondents in the survey have inhouse development of entrepreneurship curriculum and/or teaching methods. Most are professionals. This reflects the importance of including real-life stories to the entrepreneurship teaching. It is also possible that there are too few international networks to promote this kind of exchange.5. About one third get inspiration from abroad in a formalised way. This is to ensure that they have entrepreneurial abilities. They use a professional recruiting company to help choose the right people. The subject is to a large extent a ”learning-by-doing” subject. meaning that the practical aspect of learning from what others have done before is crucial. This may be one reason why exchange is more widespread at a national level.by the national government. and allows both teaching staff and business people to teach and mentor the students. Almost all of the HEIs in the survey include entrepreneurs/practitioners in the development of the teaching material on entrepreneurship. The originality of this programme is that it links students. external teachers and mentors. much of the curriculum is based on experience from the United States and cannot be directly transferred to a European context. offers an interesting Master’s programme which is run by a small number of people. The HEC-ULg in Liège. and the participants are selected on the basis of an interview and tests. in particular motivation. and many of the respondents in the in-depth interviews pointed out the importance of recognition and identification with the cases. teaching staff and business people in a particularly efficient way. There should therefore be good opportunities for institutions to learn from each other. but the potential is still large
Most of the institutions (55 percent) import entrepreneurship curricula and/or teaching methods from other HEIs. both in developing curriculum and teaching methods. Entrepreneurship teaching is often based on cases. 8. 8. Belgium. It seems to be a clear tendency that the longer experience with entrepreneurial education the more formalised is the exchange of experience. and they are sent out in companies from the beginning of the programme. but fewer have formalised exchange of good practice.1 Exchange of curriculum/methods exist.

Many of the respondents point out that entrepreneurship teaching is time-demanding and that there are few resources left for exchanging experi-
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.dition. The historical context of Poland. The lecturers and professors in Warsaw also note that it is much easier to inspire students when referring to entrepreneurs who could have been their neighbours. For example. The Leon Kozminski Academy therefore develops new case studies every year which they include in the entrepreneurship teaching. meaning that the potential for exchange is large. with the change of both the political and economic systems after the fall of communism. it is difficult to use case studies from the USA in the lectures.
Table 8-8: Percent of institutions internal development and exchange of curriculum and teaching methods
Total Years of experience with entrepreneurship education Between 8 and 12 years of experience Between 4 and less than 8 years of experience More than 12 years of experience 95% 55% 58% 40% 91% 30%
Have in-house development of entrepreneurship teaching curriculum and/or teaching methods? Import entrepreneurship teaching curricula and/or teaching methods from other HEIs? Have a formalised national exchange of good practice in entrepreneurship education? Have a formalised international exchange of good practice in entrepreneurship education? Include entrepreneurs/practitioners in the development of entrepreneurship teaching materials? Have a Curricula Development Fund dedicated to entrepreneurship curriculum? (n = 186)
94%
100%
Less than 4 years of experience
91%
92%
55%
53%
58%
55%
46%
6%
48%
48%
34%
31%
30%
35%
87%
94%
83%
84%
24%
20%
23%
22%
Many of the respondents from the in-depth interviews use a large amount of resources in developing own case studies. means that the country differs from both the western part of Europe and the USA. Some of the other in-depth interviews modify the picture from the survey slightly at the exchange point. the Polish Leon Kozminski Academy argues that even if American scholars were the inspiration as they started teaching entrepreneurship. The Academy also participates at conferences where exchange of teaching methods is one of the objectives. many of the interviews showed that the HEIs are interested in exchanging methods and curriculum.

Another suggestion from the in-depth interviews is that there should be a European network for academics teaching entrepreneurship. The department recognised that it needed a stronger component of how to start one’s own business in its degree. These are also aspects taught in the Entrepreneurship-in-creative-industries course. for an artist. For the musicians. The Entrepreneurship-in-creative-industries course teaches students how to “produce” music. One suggestion from the interviews is to create a textbook with European cases. 8. the Hunter Centre for Entrepreneurship started cooperating with the Department for Applied Music. Entrepreneurship education can take special advantage in combining thinking and methods from various disciplines. Also. Company visits and matchmaking events give students the opportunity to meet real entrepreneurs.
24
See appendix for this cross table. illustrating the differences between the countries but also the similarities in European cases as opposed to American cases. most of the respondents find it important and interesting to see how other institutions work and wish for more exchange both across disciplines and boundaries. However.
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.6 Extracurricular activities
In order to inspire students to start up new ventures and to give them new ideas and an overview of what happens in real life. mentoring programmes and summer. The entrepreneurship centre and the music department together developed a course which took this into account. At the University of Strathclyde in Scotland we find an interesting cross-disciplinary cooperation for developing new entrepreneurship education. The course is targeted at the approximately 20 students of the music department. composers and producers.or herself. An artist has to be able to think of himself as a product. It also teaches how to make a career in the music industry based on these skills. there should both be internet forums for discussion and inspiration and possibilities for exchange of lecturers between countries/institutions. Some years ago. The HEIs who are just starting to teach entrepreneurship probably need to cooperate across faculties in order to establish it.ence with other HEIs. extracurricular activities are important. it is important to know how to sell him. If we look to the type of institution24. both as performers. it is interesting to see that both the institutions with little experience in the field and those having 12 years or more of experience have a large degree of crossfaculty/discipline collaboration on developing entrepreneurship education. while those who have done work in the field for a long time may see the advantage in developing the programmes further by taking in other points of view. meaning that this is a positive finding. but is open for every student at the university.school programmes may develop their personal skills and prepare them better to meet the professional life. As part of the network. Competitions. A majority of the multidisciplinary HEIs have formalised collaboration between faculties/disciplines in developing new entrepreneurship education. even those aiming at becoming music teachers. self-employment and short-term contracts are likely to become large parts of their career paths.

Both of these factors may be lacking in the beginning. matchmaking events or offer mentoring/personal coaching. Business schools are more likely to have matchmaking events and personal coaching for entrepreneurial students.8. Another feature that can be noted is that the new EU countries more often do company visits than the old ones. the new EU countries practice more company visits than the old ones.
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. When we compare old and new EU countries. but about half of the institutions also have different kinds of competitions. The most common activities is seminars and workshops. On the other hand.6. company visits.1
Extracurricular activities are widespread
Almost all of the participating HEIs offer some kind of extracurricular activities. we see that the old ones are more active in offering business plans or venture capital competitions. Setting up these kinds of activities is both relatively resource-consuming and requires a broad network.
Table 8-9: Extracurricular activities
Total Years of experience with entrepreneurship education Between 8 and 12 years of experience Between 4 and less than 8 years of experience More than 12 years of experience 7 86% 59 61% 46% 23% 57%
No extracurricular entrepreneurship activities Offer seminars/workshops Offer business plan/venture capital competitions Offer company visits Offer matchmaking events between students and external stakeholders/springboards Offer summer school Offer mentoring schemes/personal coaching for entrepreneurial students (n = 199)
6% 72% 51% 47% 41%
Less than 4 years of experience 18% 59% 24% 41% 41%
7% 69% 56% 40% 42%
4% 75% 55% 48% 39%
20% 54%
24% 29%
16% 53%
21% 66%
The institutions having short experience in entrepreneurship seem to have fewer extracurricular activities than the others.

Also the Norwegian University of Science and Technology has several extracurricular activities. HEI without business school
Independent business school
Multidic. One example is Take-Off. which is subsidised by the chamber of commerce and a bank. The Johannes Kepler University Linz in Austria is an example of an institution that is engaged in a lot of extracurricular activities. where each round equalled one Euro for charity. HEI incl. There are also continual discussions with entrepreneurs (“founders’ dialogue”) which are open to all students as well as to the public. for instance the “pond race”. In addition. Networking and contacts with business life are crucial in order to learn from experienced entrepreneurs.000 were raised at this event.6. Many people. participated in this charity-race around the pond on campus. business school
Specialised HEI
No extracurricular activities
entrepreneurship
6%
9%
5%
1%
0%
7%
3%
Offer seminars/workshops Offer business competitions plan/venture capital
72% 51%
73% 55%
78% 56%
6% 3%
71% 57%
72% 55%%
74% 34%%
Offer company visits Offer matchmaking events between students and external stakeholders/springboards Offer summer school Offer mentoring schemes/personal coaching for entrepreneurial students (n = 199)
47% 41%
48% 39%
48% 42%
4% 32%
50% 64%
43% 41%
64% 40%
20% 54%
15% 48%
24% 59%
11% 37%
7% 79%
19% 57%
23% 40%
8. which was organised in cooperation with the student organisations and was a huge success. Many of the extracurricular activities are aimed at making students meet business people from the community. Another example is the nationwide business plan competition ideas2business (i2b).Table 8-10: Extracurricular activities in different types of institutions
Total Type of institution EU15 or EU>15
Multidic. including the rector. many institutions arrange competitions and crash courses for students’ enterprises. More than EUR 3.2
Networking and business-accelerating activities
The experiences from the interviews are that extracurricular activities are important in order to succeed. but also in order to give students opportunities that the institution itself cannot provide them with. a new business-venture accelerator programme
EU>15
EU15
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.

Each team is facilitated and led by an experienced coach. it is worth noticing that entrepreneurship courses use methods such as project work. business firms or other sources. to get inspiration as well as to learn from good practice cases.consisting of the following five steps: recruiting. 8. The seminar ends with a presentation of the completed business plan to a panel of experienced personnel from venture capital firms. The ideas and entrepreneurs might come from universities.1 Creative teaching methods – common in entrepreneurship
Three quarters of the institutions in the survey often use lecturing as a teaching method. guest lectures (entrepreneurs in the classroom) and project work. case studies and classroom teaching more than other academic subjects. But a large share also base the teaching on case studies. The business development seminar is the core activity in the programme. an introduction to a half-day fulltime course. There are six parallel teams in each programme. Evaluations made by outside institutions show that Take-Off is extremely effective in developing new businesses and giving students hands-on experience and skills in entrepreneurial activity. research organisations.7 Teaching methods
The nature of entrepreneurship teaching makes it both possible and necessary to develop new teaching methods. It is necessary to have a closer look at what the institutions actually do. More than 200 technology-based firms have been established and many have grown substantially on the international market. 8. one week full-time business-development seminar and a one-day follow-up seminar. Each business idea is developed by a team consisting of four students and two persons who have service and support to entrepreneurs as their daily work.
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. a preparation period. Lecturing is still a commonly used method (and practical when the course includes many students). However. The panel gives each plan a very prepared feedback.7.

Percent answering often (1). for instance by setting up specially designed rooms. The interviewees also confirmed that they are experimenting with new methods. The in-depth interviews confirm several of the impressions from the survey. It is difficult to visit a company or do venture simulations with large groups of students. 2) feasibility studies made by teams. There are three steps: 1) development of product ideas. This is also the case for courses with many students. Many of the institutions use lecturing as the basic method. First of all. This is a bit surprising. the students have to
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. make presentations and get coaching. However. rarely (3) or never (4)
Average (interval 1-4) Lecturing Case studies Entrepreneurs/practitioners in the classroom Project teams Company visits Venture simulation/mini companies Others (n = 186) 1. also when ordinary lecturing is being used as teaching method. Business simulation is probably regarded as important to prepare the students for the real business life.62 1. The Johannes Kepler University Linz in Austria makes use of the latter very consciously.Table 8-11: Use of teaching methods in entrepreneurship education. inviting entrepreneurs to have lectures et al. They work on their own idea.13 2. Entrepreneurs from outside the university can also participate. The participants work independently and intensely in groups of four or five persons.16 2. This is very important for the students – and makes the courses especially attractive as the students will meet with a lot of persons from the business community and other relevant stakeholders. Both technical students and entrepreneurship students can get credits here.38 1.54 2. Bizkick is another example of the practice-oriented approached of the institute. and 3) optional: product development. sometimes (2).68 Often Sometimes Rarely Never
75% 61% 45% 58% 17% 31% 27%
17% 36% 49% 35% 51% 39% 16%
8% 3% 4% 5% 28% 19% 14%
0% 1% 2% 1% 3% 11% 43%
About three quarters of the respondents say that they use venture simulation/mini companies as a teaching method. especially for subjects focusing on aspects about entrepreneurship. there is always one renowned entrepreneur or business consultant present. it seems to be more adjusted to entrepreneurship teaching. which is given to 200-300 students. The institute has an Innovation Lab(oratory) − which consists of three modules (one-semester courses). At every course. An example of creative teaching methods can be found at the above Johannes Kepler University Linz. It is a very practice-oriented interdisciplinary seminar for around 30 business and engineering students. because it is a teaching method that demands both technical equipment and a considerable amount of time.45 1. This allows them to build up networks which can be of great importance in case of a later start-up.

The research in entrepreneurship education at the HSE has resulted in a change of focus from teaching methods to pedagogy in entrepreneurship education. Several of the institutions from the in-depth interviews also try to combine students from different disciplines in project work or small-business simulations. This is to make them discover the strengths and values of the different disciplines. The radio station is based in studios at the Hunter Centre for Entrepreneurship at Strathclyde broadcasting to a local audience surrounding Glasgow and by internet enabling it to reach out to the Scottish Diaspora and Celtic communities across the world. It allows students to broaden their degree experience through the type of experiential learning which lies at the heart of the Hunter Centre’s approach to teaching. Celtic Music Radio is a terrestrial and web-based radio station. the aim is to take into consideration these pedagogical principles. Also at the Helsinki School of Economics (HSE) (the Aalto University). The station was set up “the entrepreneurial way”. to find partners and customers and to make some revenues. computing and e-commerce. it plays an important role in a number of undergraduate and postgraduate degree courses at Strathclyde. It has an educational and economic mission. The radio station provides a practical example of entrepreneurship in the creative industries and a channel to the market for Celtic musicians who want to get their music out to a wider audience. Then. they have six weeks and a start-up capital of EUR10 to implement these ideas. journalism and technologies of digital communications. Having a chair in entrepreneurship education means that attention is given to investigating what pedagogical principles will be relevant and efficient to use in entrepreneurship education. It provides a live example of what a creative enterprise actually looks like and the issues involved in its establishment and operation. Finally. But more importantly. It is rather a question of whether the chosen teaching method adheres to essential pedagogical principles. Also. based on research on entrepreneurship pedagogy conducted at the HSE and partner institutions the goal is that the guiding pedagogical principle at the Aalto University will be that students must be critically searching for knowledge instead of receiving knowledge. and all the technical equipment was given by another radio station in Glasgow which switched to more modern equipment. Hence. which is dedicated to the support and promotion of the Celtic tradition. Also students who are not students at the Applied Music department are welcome to work at the radio station to get work experience and see the enterprise from the inside. conducting and evaluating learning at the new Aalto University. The students obtain handson experience from real broadcasting. the education must be arranged in such a manner that students learn to apply and adapt knowledge in a real-life situation. a jury of experts from business and science choose the best teams among all the mini-start-ups.develop their own start-up ideas. the aim is to make professionals from various fields communicate and learn how to explain discipline-specific matters to others. In educational terms. At the Strathclyde University in Scotland the cooperation between the Hunter Centre for Entrepreneurship and the Applied Music Department has resulted in the creation of a radio channel.
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. At the HSE the key is not whether you use lectures or case studies in the entrepreneurship education. So when planning. The radio station is financed by sponsorships and advertising. much attention is given to pedagogical principles.

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.

.

and secondly by opening the doors to the institution allowing the outside world to enter the institution e. This dimension focuses on the links which the HEI may have with external stakeholders as these links illustrate the entrepreneurship related opportunities offered to students by the HEI. by offering advisory service to local companies and entrepreneurs.g. In most educational settings students are isolated from the business world and in order to develop the entrepreneurial mindset and business skills among students. by securing links to the community that enables the students to get a feel for the outside world through internships etc. The dimension outreach includes the following elements:
• • •
Alumni Links with external stakeholders Community engagement
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. Therefore. – places that may provide input to the entrepreneurial education of the students. An important stakeholder is former students – higher-education institutions in the US are good examples of how alumni can play a vital role in an institution’s entrepreneurial activities.
9. entrepreneurs) can strengthen the entrepreneurship education by making it more dynamic and ensuring that is up-to-date. the dimension investigates if and in what way the HEI tracks the individual alumni.1
OUTREACH
Introduction
The dimension outreach takes into account that developing entrepreneurial mindsets among students is not entirely a theoretical exercise. more practice-related picture.g. the community engagement part of the outreach dimension is based on the notion that relationships with the surrounding community (e. foundations. science parks etc. and subsequently finds out whether they have embarked on an entrepreneurial path or not. and whether the HEIs involve their alumni in their entrepreneurship activities. Firstly. through various outreach activities. Links to external stakeholders can also encompass links to government agencies. Finally. This relationship can go both ways.. and provide a broader. the HEI can offer students the opportunities to gain practical experience.9.

take internships outside the institution to develop entrepreneurial mindset and skills. Is it possible for entrepreneurship students at your institution to participate in regional entrepreneurship events. Did your institution in the previous academic year transfer knowledge to the society? 4.2
Main conclusions
Figure x illustrates the difference between the reported framework conditions related to outreach for top-10 institutions compared with the bottom-10 and the average. do student projects outside the institution to develop entrepreneurial mindset and skills and participate in national/international business plan/venture capital competitions? 2. Does your institution track the individual alumni? 2. Support entrepreneurship in local schools? ii. Does your institution… i.
Figure 9-1: Outreach
Alumni
100
Top10 Bottom10 Average all
80 60
40 20 0
Community engagement
Links with stakeholders
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. Have a specific centre that provides advisory services or training to entrepreneurs in the community?
9. Please estimate what approximate percentage of all students graduated with actual practical entrepreneurial experience from activities offered by your institution in the previous academic year? 3.The questions asked under each of the elements can be seen in the box below:
Box 9-1: Overview of the questions in the Outreach dimension Alumni 1. Does your institution at present time have links with one or more of the following stakeholders as a result of/to improve your institutions entrepreneurship activities? Community engagement 1. Host entrepreneurial events open to the community? iii. Does your institution involve the alumni in its entrepreneurship activities? Links with external stakeholders 1.

When looking at the data from the specific survey it is evident that a majority of the HEIs attempt to keep contact with their alumni. Here.2. 9. It is evident that among this group of HEIs that entrepreneurship education is regarded as an activity that takes place in interaction between the academic input and practice-related supplements. doing internships or being involved in entrepreneurial projects outside the HEI. The majority keeps track of the career development of the individual alumni. consultancy service providers etc. Very few do not offer their students external opportunities as business plan competitions. The alumni is used as good examples and brought into the teaching environment by over two thirds of the HEIs in the specific survey and in general. but the top-10 institutions take it a step further and also track the start-up activities among graduates.2.9. and 29% say that they keep track of the number and growth of ventures started by the graduates. and that entrepreneurship students need to have access to and be engaged in practice-oriented activities. 9. the top-10 institutions are much more active – hosting entrepreneurship events open to
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. Only one of the bottom-10 institutions does so. Only two of the bottom-10 institutions have such links. And moreover. It seems that there is a widespread understanding that entrepreneurship is not only taught in an academic setting. relatively speaking.1 that there is a considerable difference between the top and bottom institutions when it comes to their focus on alumni. There are slight differences in the extent to which they are used – some have links.3 Community engagement
When it comes to community engagement – especially in relation to the community’s engagement in the institutions – the difference between top and bottom is not that great. The difference between top and bottom is more apparent looking at the institutions’ engagement in the community. The vast majority of top-10 institutions have a number of external stakeholders that make an actual contribution to the entrepreneurship education. Almost half of the bottom-10 institutions track their alumni. but a small group has these links developed into the stakeholders making actual contributions to the entrepreneurial activities of the institution. the use of “success stories” or good examples seem to be a recurring tendency in the cases. agencies. To this end the institutions build a network of stakeholders: regional or national government.2 Links with stakeholders
Another field where the top-10 institutions are much more active is in the links to stakeholders. The majority of bottom-10 institutions provide the students with opportunities to take internships and project work outside the organisation to enhance their entrepreneurial mindset. private companies.1
Alumni
It appears from figure 9. all of the top-10 institutions take advantage of their alumni by involving them in the entrepreneurship education.2.

5 Regional differences
Involvement of alumni in teaching is more widespread in the EU15 countries than in the countries that more recently entered the EU. Furthermore. The business schools are more and more deeply linked to their alumni. more institutions in the EU15 countries seem to be involved in knowledge transfer through spinoffs. and the cases show other interesting ways in which the HEI engage in an ongoing dialogue with community stakeholders. And although there is no difference in the levels of transferring knowledge to society through consultancy. A majority of the HEIs in the specific survey answer that they transfer knowledge to society by performing consultancy work.4 Types of institutions
When looking at the Outreach dimension it is evident that the business schools are more developed when it comes to thinking and acting upon this. However. and that this has to be taken into consideration when designing and developing the outreach of an institution. 9. The specific survey underlines that there seems to be a relatively strong focus on engaging with the community among the HEIs. but when it comes to patents and licensing it is evident that this is not the focus of business schools at all. and also to a great extent through academic spin-offs. patents etc.2. The institutions also seem to open their doors to the surrounding society by supporting initiatives bringing entrepreneurship on the agenda in the community. this is done for instance by transferring knowledge to companies through consultancy services and by inviting the outside world to entrepreneurship events. there seems to be less focus on involving the alumni in the specialised technical HEIs than in the multidisciplinary or nontechnical institutions Almost all of the institutions in the survey seem to be involved in transferring knowledge to society. and over two thirds have a specific centre providing advisory services or training to entrepreneurs. there is no big variation across types of institutions. whereas all types of institutions have a high degree of involvement in consultancy work. not only do they keep track of them but they also to a higher degree keep track of start-up and growth of business ventures.2. In the case of consultancy. In the case interviews the consortium has seen many good examples of outreach but also seen that it is considered a time-consuming and a challenging task for the institutions.the community. 9.
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. Over 80% of the HEIs in the specific survey answer that they host entrepreneurial events open to the community. the business schools are less likely to transfer knowledge to society through licensing or patents than the other types of HEIs. offering advisory service to local entrepreneurs and companies and supporting entrepreneurship activities in local schools. licensing.

Table 9-1: Tracking the alumni
Type of institution Independent business School 93% 64% 14% 0%
Multidic. to keep in contact with the alumni Yes. 13 percent of the respondents answer that they do not keep track of their alumni. HEI without business school
Multidic.6 Development over time
Furthermore. 9. as the table below shows. to keep track of the number and growth of ventures started by graduates Yes. 9. its links to the external stakeholders and its community engagement. as illustrated in the table below. schools or other educational institutions the engagement grows over time. HEI incl.It seems as if the EU15 countries are more likely to have centres that provide services to entrepreneurs than the EU>15 group. the more predominant is the involvement of its alumni.2. As can be seen below. The independent business schools seem more inclined to track the alumni. it seems that the longer an HEI has been involved in entrepreneurship education. which might be due to a stronger tradition for this in business schools. Especially when it comes to supporting other actors in their entrepreneurship activities.3 Alumni
The quantitative survey shows that for most HEIs it seems a natural thing to keep in contact with the alumni. The business schools also focus more on tracking the business ventures among alumni. 68 percent keep track of the alumni.
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. business school
Yes. for other reasons: No
68% 29%
67% 48%
76% 30%
78% 33%
10% 13%
9% 23%
13% 14%
11% 22%
(n = 197)
A large number of HEIs (72 percent) put an effort into involving its former students in entrepreneurial activities. and 29 percent keep links to the alumni to be able to keep track of the number and growth of ventures started by the graduates.

In the interviews there are several examples of how the HEIs link with their alumni. The cross tabs also show that there seems to be a little less focus on involving the alumni in the specialised technical HEIs than in the multidisciplinary or non-technical institutions Furthermore.
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Specialised institutions
EU>15
EU15
Total
. One example being alumni clubs like the INSEAD or the University of Ljubljana. an alumni club and the INSEAD Private Equity Club. to both keep the school in touch with and understanding what is going on in the market. The data also show that the involvement of alumni in teaching is more widespread in the EU15 countries than in the countries entered the EU more recently.Table 9-2: Involving the alumni in entrepreneurship activities
EU15 or EU>15 Technical Technical as part of multidisciplinary HEI technical institu70% 30% Non-technical tions
Yes No (n = 189)
72% 28%
75% 25%
59% 41%
74% 26%
57% 43%
Again. the development of new ideas and ventures etc. INSEAD run both a newsletter for alumni. and offers its members various activities and advantages. At the same time the contact to the alumni is also an important gate to potential jobs for students. The Alumni Club is connected to the Centre for Student and Career Services creating a good connection between present and past students. it seems that the longer an HEI has been involved in entrepreneurship education. business schools seem more interested in or more accustomed to involving the alumni. whereas it is only 65 percent of the institutions having less than 4 years of experience. 93 percent of the independent business schools answer that they involve their alumni. In INSEAD the connection with alumni is a core activity. the Faculty of Economics (FELU) runs the Alumni Club which establishes and facilitates links between the FELU and its graduates. In HEIs with more than 12 years of experience in entrepreneurship education 80 percent of the institution answer that they involve the alumni. whereas the percentage for the multidisciplinary universities without business schools is a little less than average (67 percent). In the latter. the more dominant is their involvement of alumni.

establishing scientific cases etc. banks etc. This is done by conducting surveys where the alumni are asked what entrepreneurial skills or business skills that they felt they missed after graduating.The alumni club at the University of Wuppertal has an additional agenda.) Entrepreneurs Science parks/incubators Professional service providers Specialised bodies supporting entrepreneurs Other stakeholders: (n = 180)
37% 34% 29% 34% 39% 35% 36% 31% 14%
National. having an important interface with and impact on the institution activities: setting legislation standards. And 89 per-
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. An example of a more intensive involvement of alumni directly in the development of the entrepreneurship activities can be found at the Utrecht school of Arts where the alumni is used to streamline the entrepreneurship curriculum. it has been established not only to keep track of the alumni and create a network between the individual alumni but the goal is to offer courses to them to stimulate their entrepreneurial urge. funding research. especially after the local business community can see that the university is dedicated to close cooperation. The reason for this is that the entrepreneurship department considers it much more likely that their alumni will start ventures after some years of work experience. and they want to support this by giving them the necessary tools and encourage and inspire.4 Links with external stakeholders
The table shows that the HEIs in the survey focus on developing links with stakeholders. The university has managed to secure external funding for the alumni club. and on the basis of this the entrepreneurial activities are strengthened to involve the “missing aspects”. regional/local governments are seen as important stakeholders for the HEI. 9.
Table 9-3 Links to stakeholders as a result of or to improve entrepreneurship activities
Has links to Makes an actual Has no links to contribution to your institution's entrepreneurship activities 52% 30% 65% 44% 59% 52% 45% 52% 18% 11% 37% 6% 22% 3% 13% 20% 18% 68%
Government (national/regional/local) Foundations Private companies Investors (venture capitalists.

whether it is a small sponsorship for an event or long-term funding of an entrepreneurship centre. and the institutions in the survey have links to these. venture capitalists. to the extent where the stakeholder contributes financially or another type of contribution to the HEI. financially or other types or. Investors seem to be another important stakeholder group. science parks (52 percent) and specialised bodies and national/regional/local governments (52 percent) are the primary stakeholders making contributions to the entrepreneurial activities. The links can be of a different nature. whereas links can also be closer. entrepreneurs (59 percent). 76 percent of the HEIs indicate that they have links to investors. in the case of financial funding. banks etc. The table below does not say anything about the nature of the contribution. looking at this parameter. either links – or links that mean that the stakeholder makes an actual contribution. Some are links that mean that the HEI have access to people. Not surprisingly.
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.cent of the HEIs in the survey say that they have links to government level. However. private companies (64 percent). the group with which most HEI have links. is entrepreneurs. Only 3 percent of the institutions state that they do not have links with entrepreneurs.

) Entrepreneurs Science parks/incubators Professional service providers Specialised bodies supporting entrepreneurs Other stakeholders: (n = 173) 52% 30% 65% 44% 59% 52% 45% 52% 18%
24% 29% 63% 47% 73% 40% 43% 29% 17%
59% 34% 57% 46% 49% 52% 46% 59% 11%
48% 24% 59% 35% 57% 48% 42% 49% 20%
62% 35% 81% 52% 56% 61% 48% 56% 24%
Table 9-4 below shows that the links with stakeholders making an actual contribution seem to grow over time.Table 9-4: Institutions where the following stakeholders makes an actual contribution to the institution’s entrepreneurship activities
Years of experience with entrepreneurship education Between 4 and less than 8 years of exp.
More than 12 years of experience
Less than 4 years of experience
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. The type of contributions is not explained in more detail in the quantitative part of the study. some examples from the interviews illustrate the types of contribution made. but below. banks etc. Between 8 and 12 years of experience
Total Government (national/regional/local) Foundations Private companies Investors (venture capitalists.

When looking at the good-practice examples interviewed for the survey. and a medical school. an arts and design school. business school
Total % Government (national/regional/local) Foundations Private companies Investors (venture capitalists. banks etc. there is no big difference between the types of institutions. Furthermore they arrange round
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Independent business school
Specialised HEI
.) Entrepreneurs Science parks/incubators Professional service providers 51% 30% 65% 44% 58% 53% 45%
36% 30% 60% 35% 48% 44% 36%
60% 31% 65% 47% 61% 60% 52%
20% 29% 59% 27% 50% 40% 33%
50% 23% 79% 62% 62% 36% 31%
Table 9-5 shows that independent business schools is the group with strongest links to private companies and to investors. a business school. A large foundation has funded the development of the school that coordinates the entrepreneurship activities of four different HEIs – a technical university. HEI without business school
Multidic. At the Small Business Development Centre at the Corvinus University in Budapest.Table 9-5: – Institutions where the following stakeholders make an actual contribution to the institution’s entrepreneurship activities
Type of institution % Multidic. Stockholm School of Entrepreneurship (SSES) is a very interesting example. HEI incl. and the SSES has people from the foundation on the board. Hungary one of the ways they build links with external stakeholders is to arrange conferences for other academics and organisations outside the university for instance with the European Academy of Science and Arts. The funding has made it possible to set longterm goals in the development of the entrepreneurship activities. As far as links to entrepreneurs are concerned.

The conferences and other activities are generally open to students and bring them into contact with the external stakeholders. The high involvement of institutions in these kinds of activities support the underlying notion that entrepreneurship is not taught exclusively in classrooms. to maintain their connections and develop them further. and they even involve some of their external stakeholders in the development of teaching material. you want to get them to learn actively instead of passively with group work. Some institutions make the exposure through internships or student projects outside the institution a compulsory part of the entrepreneurship education (33 percent and 22 percent). actually drawing up their own business plan with the assistance of external coaches. guest lectures with people from business or start up. Students have to get outside of the classroom in order to obtain authentic
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.
Table 9-6: Opportunities for external entrepreneurship activities for entrepreneurship students
Is it possible for entrepreneurship students at your institution to… Take internships outside the institution to develop entrepreneurial mindsets and skills? Work on student projects outside the institution to develop entrepreneurial mindsets and skills? Participate in national/international business plans/venture capital competitions? (n = 185) Yes. compulsory 33% Yes. Participation in national/international business plan or venture capital competitions is only compulsory with 7 percent of the respondents in the specific survey.table discussions and workshop with spin offs and mentors. as the table below shows. optional No Total
56%
11%
100%
22%
74%
4%
100%
7%
86%
8%
100%
In most of the HEIs in the specific survey students have the opportunity to obtain knowledge and skills about entrepreneurship outside of the HEI. whereas a larger group offer these activities as an option to their students (56 percent and 74 percent). as it is being put forward below: “You want to go outside the classroom and give the students the real entrepreneurial environment. whereas 86 percent offer this as an optional part of the entrepreneurship activities. assignments instead of tests. and this dedication to bringing the students out into the surrounding world also seems to be well integrated among the HEIs in the specific survey.

The two student organisations surveyed in the qualitative part of the survey. And in AIESEC many activities are held jointly with HEIs. The organisations mentioned are independent from a university. However. and here the connection is also strong. As mentioned Junior Enterprise gives the students the opportunity to form a real enterprise and run it. develop entrepreneurship at an early stage. director Delft University of Technology. The cases show many interesting examples of how entrepreneurship students are exposed to the real work by working on projects or taking internships.” Director Martijn Kuit.to medium-sized enterprises. but the local Junior Enterprise group often collaborates closely with “their” university. broaden their skills as well as horizons and prepare themselves for challenging careers throughout Europe. The table below suggests that graduates actually take advantage of the possibilities.entrepreneurial experiences. provide opportunities for interested student to develop and try out their entrepreneurial skills and mindsets.). internships in start-ups etc. Their activities take place alongside the academic programme and they are optional. 14 percent of the HEI estimate that more than 50 percent of their graduates have been involved in entrepreneurial activities (for example business plans competitions. among also other areas such as IT and Engineering. and the organisation has local groups connected to certain institutions. market research and management to small. One of the most far-reaching activities is the Master’s Programme at HEC-ULg where the students in teams carry out a number of “missions” in companies to bring them in close real life contact with the processes of starting and running a company. in different ways. By doing so the students add practical experience to their theoretical skills. President of JADE. to bring about the above-mentioned options for entrepreneurshiporiented students. JADE has as its central idea that “learning by doing” is not good enough – it should be “learning by having the responsibility” Tanya Muller-Borges. but they provide a good exposure to the real world or as the president of JADE put it: In a Junior Enterprise (JE) students set up and run their own company and offer professional consulting.
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. and AIESEC provides a framework for students who have an entrepreneurial or intrapreneurial spirit to test their abilities by developing and running projects inside the organisation. the HEIs are not alone in supporting students to gain real experience with entrepreneurship.

Specialised HEI
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. business school
None of the students 1 – 2% of the students 3 – 4% of the students 5 – 10% of the students 10 – 15% of the students 15 – 20% of the students 20 – 50% of the students More than 50% of the students Cannot make such estimation (n = 188)
2% 12% 16% 12% 10% 10% 14% 14% 11%
0% 15% 24% 6% 6% 12% 9% 18% 9%
3% 15% 15% 14% 11% 9% 12% 11% 11%
0% 0% 11% 6% 17% 11% 17% 17% 22%
When looking at this information divided on the types of institutions it is clear to see that the independent business schools are slightly overrepresented in the group stating that over 50 percent of their students have practical entrepreneurship experience. HEI incl.5 Community Engagement
The community engagement is seen as a key factor in strengthening entrepreneurship education by adding the real life element that theoretically oriented subjects might lack. and at the same time help develop the community. and through cooperation with business.g. the entrepreneurship education and educators can keep up-todate. local schools and the local political level.Table 9-7: Percentage of all students graduating with actual practical entrepreneurship experience from activities offered by the HEI e. This seems to be a more integrated part of the culture of the business schools. HEI without business school
Multidic. e. 9. By engaging in and with the community the entrepreneurship education becomes more dynamic.g
Type of institution Independent business school 0% 0% 7% 0% 14% 14% 36% 29% 0%
Multidic. student projects in companies and business plan competitions. which also goes for the cases mentioned above. from internships.

inviting the community in to the HEI. through product/process design Yes. Below 79 percent of the institutions state that they transfer knowledge to society by doing consultancy work. Only 3 percent answer that they did not transfer knowledge at all. through academic spin-offs Yes. HEI incl. HEI without business school
Multidic.
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Specialised HEI
Total
. the legislation etc. The institutions also seem to open their doors to the surrounding society by supporting initiatives bringing entrepreneurship on the agenda. my institution did not transfer knowledge (n = 196)
79% 62% 49% 44% 37% 24%
79% 76% 58% 55% 45% 24%
84% 67% 54% 49% 41% 25%
72% 44% 44% 33% 28% 28%
3%
3%
1%
17%
The knowledge transfer in the form of licensing. through consultancy Yes. and process design is a little less developed.Community engagement can take many forms and below the answers will be divided into a. business school
Yes. through licensing agreements Yes. Most institutions answer positively to the question of whether their institution host entrepreneurial events open to the community (84 percent). In the case of consultancy there are no big variations across types of institutions. and b. Please specify: No. and the activities in this area are carried out in many different ways depending on the country. patents. through patents/IPRs Yes. and 76 percent of them say that they transfer knowledge to society through academic spin-offs. As far as patents and licensing is concerned. my institution transferred knowledge in other ways. transfer of knowledge to the society. whereas 39 percent have a specific centre which provides advisory services or training to entrepreneurs. it is evident that this is not the focus of business schools at all.
Table 9-8: HEI knowledge transfer to society
Did your institution in the previous academic year transfer knowledge to society? Type of institution Independent business school 79% 29% 14% 7% 7% 21% 7%
Multidic.

Table 9-9: HEI involvement in the community
Does your institution… Type of institution Independent business school 93% 50%
Multidic. 76 percent of the HEIs with more than 12 years of experience with entrepreneurship education state that they support entrepreneurship in schools or other educational institutions. HEI without business school
Multidic. hosting events. Also when it comes to having a specific centre that provides advisory services to entrepreneurs the business schools seem to be a little more active than average. Here only 24 percent of the HEIs with less than 4 years of experience would have such a centre whereas 49 percent of the HEIs with more than 12 years of experience would have the same. It opens some possibilities and it is a mistake to think that entrepreneurs are only in a limited age group. because this group need somewhere to get the skills and the insights that they need”. whereas the share of the HEIs with less than 4 years experience is 59 percent The same tendency can be seen when looking at HEIs with a special centre providing advisory services or training to entrepreneurs in the community. and this could be an opportunity for the universities. The HEIs should think about making sure that they have offers for those in their 40s and 50s who want to embark on entrepreneurship. HEI incl. and supporting entrepreneurship in local schools or other education institutions. Especially. points to the fact that the HEIs could play a more active role in the lifelong learning of entrepreneurs: “The lifelong learning perspective should be more than rhetoric. European University Association. independent consultant to the EUA. Howard Davies. this last area is one that several of the interview-persons mention as one of the big areas for future development. Howard Davies. The community involvement seems to grow over time. business school
Host entrepreneurial events open to the community? Have a specific centre that provides advisory services or training to entrepreneurs in the community? (n = 187)
81%
82%
83%
61%
41%
42%
41%
24%
The table above shows that the independent business schools seem to be a little more active in involving the community.
Specialised HEI
Total
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.

At Wageningen they have developed the STOCK. Besides the good arguments for internationalisation the ISM also believes that a strong international environment is another important element in stimulating the entrepreneurial and innovative mindset of the students. “The ISM believes that active international collaboration enhances university awareness and attracts more international students and researchers to ISM. and entrepreneurs.Another type of links to stakeholders and involvement in the surrounding world is constituted by the widespread links that many HEIs have with other international education institutions. including close collaboration and participation with a number of international associations. Headmaster of ISM University of Management and Economics. actual entrepreneurship.” Virginijus Kundrotas. and it has developed into a meeting place for both external and internal key persons interested in concrete. Among other things. which is important in the growing competition among HEIs nationally and internationally. a student-led special centre where students are trained in entrepreneurship and are supported in developing new ideas.
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. the centre organises business cafés for students. This is an informal gathering taking place on a regular basis. which is a multidisciplinary university with special education within agriculture. Lithuania. The international relations are mentioned in several of the cases as for example: ISM which is actively involved in many international activities. Yet another way of engaging the community is seen at the Wageningen University in The Netherlands. These links enable the institution to have an international profile. teachers.

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.

.

For one. skills. Moreover. Therefore.10. venture capitalists etc.1 Introduction The dimension Development focuses on whether the HEIs strive to continuously improve their entrepreneurship activities. knowledge. This is necessary in order to make sure that the activities have the educational impact aimed at. the quality of the entrepreneurship education is very much depended on (3) the skills and competencies of the staff teaching entrepreneurship. User-driven improvement Human resources development and management
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. Finally Development outlines (4) how the human resources efforts within the HEI support and develop in their entrepreneurship teaching endeavours for academic staff.e. further entrepreneurial behaviour. mindsets and experiences to obtain the long-term effects such as venture creation.) when developing/improving their entrepreneurship education. the dimension also comprises the aspect of the human resources utilised in the entrepreneurship education – for example focusing on whether entrepreneurs are used as guest lectures or whether the academic staff teaching entrepreneurship have their own entrepreneurial experiences. the dimension measures whether the HEIs (1) evaluate their entrepreneurship educational activities. intrapreneurship etc. The dimension also investigates whether the HEIs take into account (2) the needs and wishes of the present and past direct users (the students and alumni) and the indirect “end users” (the potential employers. i. Hence. the dimension Development includes the following aspects (questions can be seen in box 10-1):
• • •
Evaluation. DEVELOPMENT
10.

2
Main Conclusions
Figure 10-1 illustrates the difference between the reported framework conditions related to the development dimension for top-10 institutions compared with the bottom-10 and the average. Does your institution have a formalised evaluation procedure for following up on its entrepreneurship goals and strategies? User-driven improvement 1. is it compulsory for academic staff members who (want to) teach entrepreneurship to engage in training/coaching aimed at developing/improving their entrepreneurship teaching skills? 6. Are guest lecturers/practitioners with practical experience as entrepreneurs used in the entrepreneurship education? 4. Please estimate the percentage of the academic staff involved in providing your institution’s entrepreneurship activities that have their own experiences as entrepreneurs. At your institution. Does your institution require that academic staff members have actual entrepreneurial experience before they are allowed to teach entrepreneurship? Evaluation of goals and strategies 1.Box 10-1: Overview of the questions in the Development dimension Human resources development and management 1.
Figure 10-1: Development
Evaluation
100 80 60 40 20 0
Top10 Bottom10 Average all
HR management and development
User-driven improvement
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. Did students at your institution evaluate the entrepreneurship courses in the previous academic year? 2. Does your institution have procedures for evaluating whether the entrepreneurship courses have the anticipated medium/long term effect?
10. Please estimate the number of academic staff involved in your institution’s entrepreneurship activities? 2. 3. Does your institution provide recognition for achievements of academic staff in entrepreneurship education? 5.

The survey also shows that the funding and motivational structures of HEIs need to change to make entrepreneurship more important within the HEI and to the strategic management level of the HEI. entrepreneurship education in higher-education institutions in Europe is strongly challenged. professional development within entrepreneurship education is crucial.1
Human-resource management and development
With regards to HR management and development.2. Entrepreneurship education is still immature in the sense that it is often person driven and depending upon the effort of individuals rather than a collective.2. It has often been stated that successful and interesting entrepreneurship education is closely connected with educators’ personal experience as entrepreneurs. which is in strong contrast to the 94 percent of HEIs which have entrepreneurship goals 10.10. In half of the top-10 institutions it is required that the teachers possess entrepreneurial experience if they want to teach entrepreneurship.2 Evaluation of entrepreneurship goals and strategies
Figure 10-1 shows that all of the top-10 institutions have formalised procedures for conducting evaluations of their entrepreneurship strategies – only one of the bottom10 institutions has such procedures. practical experience with entrepreneurship outside academia. As this cannot (and possibly should not) immediately be remedied by laying off existing staff and employing new ones. One of the major differences is related to the experience of entrepreneurship teachers. Although only 6 percent of HEIs state that they do not have entrepreneurship goals and 71 percent of HEIs have entrepreneurship mentioned in the mission statement. However. 10. strategic effort on the part of the HEI or national government. the bench mark study shows that this is an area with which both top and bottom institutions struggle. In only 20 percent of the HEIs the teaching staff must undergo training in order to teach entrepreneurship. If this is the case.3 User-driven improvement
Figure 10-1 shows that the bottom-10 institutions are engaged in user-driven improvement. The findings show that these institutions are focusing on students evalua-
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. The findings also show that the entrepreneurship teachers in the top-10 institutions have in fact more entrepreneurial experience on average than the teachers in the bottom-10 institutions. which makes the effort within each department of the HEI very vulnerable to changes in staff. professional development to teach entrepreneurship is compulsory in only 20 percent of HEIs. A majority of HEIs still have less than 20 academics involved in entrepreneurship education. there seems to be a risk or a tendency that the mission statements are only showcases and that the continuous evaluation and follow-up on the results of these goals and strategies lack somewhat behind. On an average less than one third of all academic staff teaching entrepreneurship in the institutions in the specific survey has had personal. 38 percent of HEIs report that they have procedures to follow up on entrepreneurship goals and strategies.2.

The survey also reveals that where as many as 87 percent of HEIs in the specific survey claim to keep track of alumni.2. Regarding the entrepreneurial background of the staff.
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. However.2. whereas technical departments in multidisciplinary HEIs are less likely to do so. The overall tendency among HEIs is to evaluate the individual course and the individual activity.2. But in comparison.5 Regional differences
In the EU15 countries it seems as if more institutions require their entrepreneurship teaching staff to have specific entrepreneurship experience. whereas monitoring and evaluation on an overall level seems to be less frequent.6 Development over time
Entrepreneurship education seems to be contagious as the number of staff involved is relatively higher in HEIs with more than 12 years experience in entrepreneurship education. Only 25 percent of special technical HEIs have no formalised medium/long-term monitoring. Specialised technical HEIs put most focus on measuring medium/long-term experience. although this is the case in only a forth of the respondents in total. 10. the results show that the top-10 institutions obtain evaluations from students as well as from end-users such as employers. The user-driven development covers aspects such as how the HEI evaluate their activities with the students and end-users. 10. 10. the EU>15 countries are more likely to offer recognition for achievements of their academic staff in entrepreneurship education than is the case for the EU15 countries.tions. and here the specific survey shows that specialised HEIs and the independent business schools are a little more likely to measure the effect with the end-user. whereas the multidisciplinary institutions are more likely to measure the effect among the students themselves. entrepreneurship is not at the forefront of the contact with alumni. multidisciplinary HEIs without business schools and non-technical HEIs are well below the average number of persons involved in entrepreneurship education. as only 50 percent of these HEIs use alumni contact to measure medium-term and long-term effect of entrepreneurship courses among former students. specialised HEIs and independent business schools are more likely to require that staff members who are teaching entrepreneurship have previous entrepreneurship experience. investors etc.4 Types of institutions
Technical HEIs and multidisciplinary HEIs with a business school are above average in terms of number of staff involved in entrepreneurship education where as specialised HEIs.

to 48 percent in the institutions with more than 12 years of experience.3 Human resource development and management
As can be seen from the figure below.Moreover. The number of HEIs stating that they do follow up on the strategies doubles. These figures underline the message that has been conveyed again and again in the qualitative in-depth interviews. follow-up on entrepreneurship strategies seems to grow with experience. there are large differences. whereas HEIs with more than 12 years of experience in entrepreneurship education has an average
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. Thus 53 percent of HEIs with less than 4 years’ experience in entrepreneurship education monitor medium/longterm effect. However. that entrepreneurship education is still very much an individual matter and very much driven by personal interest on the part of a group of professors. In 64 percent of the HEIs. The same tendency can be seen when looking at the way of monitoring the medium/long term effect of the entrepreneurship activities. as there is a notable difference in the data. whereas 69 percent of HEIs with more than 12 years’ experience monitor medium/long-term effect.perhaps obvious connection can be seen between the length of experience with entrepreneurship education and the number of staff involved. an average of 37 persons from the academic staff is involved in entrepreneurship activities. less than 20 persons from the academic staff in involved and only in 6 percent of the cases more than 100 educators have been involved in entrepreneurship activities. HEIs with less than 4 years of experience have an average of 16 persons involved in entrepreneurship education. 10.
Table 10-1: Academic staff members involved in entrepreneurship activities Number of academic staff involved in Percent entrepreneurship activities 1-5 staff 6-10 staff 11-20 staff 21-50 staff 51-100 staff More than100 staff Total Average (n =179) 21 % 21 % 22 % 26 % 6% 6% 100 % 37
When distinguishing between various characteristics of the HEIs a . from 24 percent in the HEIs with less than 4 years of experience and between 4 and 8 years of experience.

Students at the University of Lund. As can be seen 32 percent of all HEIs in the survey have more than 500 students per academic staff involved in entrepreneurship activities. Case examples almost all underline the fact that working with entrepreneurship has started as a personal effort – by one or more professors who have been exposed to entrepreneurship thinking abroad. Many in-depth interviews highlight that many educators among the academic staff still perceive entrepreneurship as “something” extra. Thus it seems that initiatives to integrate entrepreneurship education is “contagious” and will grow and spread across the HEI over a period of time – although the numbers are not large. Below. which is an old. which is difficult to find room for in the curriculum and thus only support it to a limited extent. Only in 16 percent of all cases the student/academic staff is below 50.000 students per academic staff involved in entrepreneurship activities. multidisciplinary HEIs without business schools and non-technical HEIs are well below the average number of persons involved in entrepreneurship education. that the distribution is quite wide. Technical HEIs and multidisciplinary HEIs with a business school are above average in terms of number of staff involved in entrepreneurship education whereas specialised HEIs. however. Sweden. the student/academic staff ratio in entrepreneurship activities is illustrated.of 58 persons involved. traditional university of 40. which makes the student/staff ratio in entrepreneurship activities very low. at a conference or similar. report that only 10-12 staff members are committed to entrepreneurship education and research.000 students. 16 percent of HEIs with entrepreneurship education have 1-50 students per academic staff involved in entrepreneurship activities and 18 percent have more than 1. The table also shows.
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3. academic staff involved in entrepreneurship activities 101-200 students pr academic staff involved in entrepreneurship activities 201-500 students pr academic staff involved in entrepreneurship activities 501-1000 students pr academic staff involved in entrepreneurship activities more than 1000 students pr academic staff involved in entrepreneurship activities
10.1
Personal experience in entrepreneurship outside academia
It has often been stated .that academic staff should have personal entrepreneurship experience to fully appreciate and fully communicate the benefits and obstacles of entrepreneurial activities. To understand to which extent academic staff in HEIs in Europe fulfils this demand the survey has mapped the percentage of staff in each HEI with entrepreneurial experience outside the educational world.and in some HEIs even required . As can be seen below.
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. academic staff is required to have actual entrepreneurial experience prior to teaching entrepreneurship in every fourth HEI in the survey.Figure 10-2: Number of students per academic staff involved in entrepreneurship activities
35
30
25
20
15
10
5
0 1-50 students pr academic staff involved in entrepreneurship activities 51-100 students pr.

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. practical experience with entrepreneurship activities outside academia. a large difference can be seen between EU15 and EU>15. whereas 32 percent of the institutions answer that between 0 -10 percent of their academic staff involved in entrepreneurship education have entrepreneurship experience. however. HEI incl.Table 10-2: Academic staff members required to have actual entrepreneurship experience
Type of institution Multidic. where HEIs in the EU>15 countries are less likely to demand prior entrepreneurship experience (13 percent) than HEIs in EU15 (27 percent). gives a less promising outlook for those who claim that real entrepreneurial experience is the key to successful entrepreneurship education. less than one third of all academic staff teaching entrepreneurship has had a personal. whereas technical departments in multidisciplinary HEIs are less likely to do so (19 percent). The figure below. Again. On average. It shows that in only 13 percent of the HEIs in the specific survey more than 50 percent of the academics have entrepreneurial experience. HEI without business school busiSpecialised HEI 39% 61% 36% 64% Independent ness school
Yes No (n = 186)
25 % 75 %
Total
22% 78%
22% 78%
Specialised HEIs and independent business schools are more likely to require previous entrepreneurship experience (39 and 36 percent). business school Multidic.

However the Technical University of Munich. This model is chosen because the people at the centre believe that entrepreneurs and practitioners are best equipped to teach and at the same time they act as role models and inspire students to take a positive attitude to entrepreneurship. practical experience.Figure 10-3: Academic staff with entrepreneurship experience
51-100% of staff with entrepreneurship experience 13% 0-10% of staff with entrepreneurship experience 32%
26-50% of staff with entrepreneurship experience 29%
11-25% of staff with entrepreneurship experience 26%
(n =179)
Thus it is fair to conclude that most of the entrepreneurship education in highereducation institutions is still based on theory and only in few cases enriched with personal. One example of this approach is found at the Centre for Entrepreneurial Learning (CfEL). In other HEIs this challenge is met by involving a large number of practitioners and entrepreneurs in teaching programmes as guest lecturers. Germany.
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. while entrepreneurs and practitioners generally deliver the entrepreneurship courses. Cambridge University. is one of the institutions where all teaching staff is required to have entrepreneurship experience. The Centre has nine full time staff that all are focused on planning and implementing entrepreneurship courses. the UK.

In 35 percent of all cases the HEI answers that they use guest lecturers/practitioners to a large extent. Only 12 percent state that their use of guest lectures/practitioners is limited or non-existent. The school was founded by business men and one of the main owners of the school is still teaching entrepreneurship at the school. At the Tallin Mainor Business School they look at the European Commission programmes for support for training programmes and for networking pro-
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Independent business school
Multidic. Despite this strong association with private business and entrepreneurship activities. Whether the table above illustrates a conscious effort to compensate for the lack of personal entrepreneurship experience in academic staff through the employment and invitation of guest lecturers and practitioners. Tallin Mainor Business School. the new curriculum is developed in collaboration with the private business community through the curriculum board where 50 percent of the members come from private business. Approximately half of the academic staff has a background as business people. In addition. which means that the school generally attempts to bring cases and reality into the school. or it illustrates a general lack of academic staff that will/can teach entrepreneurship cannot be concluded. that entrepreneurship education is often conducted with the assistance of external resource persons. HEI incl. HEI without business school
To a great extent To some extent To a limited extent Not at all (n = 186)
35% 53% 11% 1%
38% 56% 6% 0%
29% 57% 13% 1%
56% 33% 11% 0%
57% 36% 7% 0%
Judging from the figures above the use of external guest lecturers and practitioners in entrepreneurship education is widespread. Consequently. Estonia is however an example of a HEI in a EU>15 country which has an academic staff with strong traditions in business and entrepreneurship outside academia.Table 10-3: The use of guest lecturers / practitioners with practical experience as entrepreneurs in entrepreneurship education
Type of institution Multidic. professional development is still very much needed. though. and additional 53 percent answer “to some extent”. the school still complains that there is a lack of qualified staff who can write good cases. The fact is. business school
Specialised HEI
Total
. Specialised HEIs and independent business schools seem to be the institutions that use guest lectures with practical experience the most (56-57 percent to a great extent) whereas the equivalent figure for all HEIs in EU>15 countries is only 13 percent.

grammes that may strengthen Estonian links to other universities and business schools. 10.3.2 Academic recognition

A point being raised repeatedly in conferences, in papers, in literature and also in the in-depth interviews carried out in the context of this survey is that an important obstacle and barrier that prevents widespread involvement in entrepreneurship education is the lack of formal recognition of academic staff for their involvement in entrepreneurship education. This theme was also investigated in the specific survey to establish whether the HEI provide any recognition for achievements in entrepreneurship education. The results appear from the table below.

Table 10-4: Recognition for achievements of academic staff in entrepreneurship education
Type of institution Multidic. HEI without business school

The table shows that in 52 percent of all HEIs in the survey, academic staff obtains no recognition for achievements in the area of entrepreneurship education. Where recognition is provided, it comes as awards (16 percent), professional status (19 percent), monetary recognition (18 percent) and actual fellowships in only 7 percent of all HEIs. As respondents have been able to tick more than one answer above and the figures do not add up to 100 percent, some – although not many - HEIs use multiple types of recognition for achievements within entrepreneurship education.

Independent business school 29% 29% 21% 0% 7% 21%

Multidic. HEI incl. business school

Specialised HEI

Total

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Monetary awards are predominant in specialised technical HEIs, where 50 percent of institutions reward monetary recognition for achievements in entrepreneurship education, whereas awards and professional status score high in independent business schools (29 percent and 29 percent). In more than 56 percent of all cases traditional multidisciplinary HEIs with our without business schools state that they have no formal recognition for achievement in entrepreneurship education. The equivalent figures for independent business schools and for specialised technical HEIs are 21 percent and 25 percent respectively. There seems to be a difference between the EU>15 countries and EU15 when it comes to recognising achievements within entrepreneurship education. 55 percent of HEIs in EU15 countries do not use recognition as a motivational factor, whereas this is only the case for 33 percent of HEIs in the EU>15 countries.25 From the in-depth interviews it is seen that a major barrier of entrepreneurship education is the fact that professors gain absolutely no credit for getting involved in entrepreneurship education. In addition, teaching and administrative duties are being awarded, which is the reason why many professors choose to put their energy and efforts in those fields. “Most research units have one or two champions, who care about entrepreneurship and who see that entrepreneurship activities are of value. But many completely refuse to address matters outside research as commercialisation does not advance their careers” Associate professor Rui Baptista, Instituto Superiore Technico, Lisbon, Portugal. At the University of Lund, Sweden, they have the same experience. They find it rather difficult to implement entrepreneurship activities in a successful way across an old, traditional multidisciplinary university. For them it is a challenge to promote entrepreneurship activities across faculties so that other faculties than the business and engineering faculties take an interest in the activities. 10.3.3 Professional development

If academic staff more often than not do not have a past, personal experience in entrepreneurial activities outside the world of higher education, professional development must be in high demand in order for the academic staff to meet the requirements. From the table below it is apparent, however, that in only 20 percent of the participating HEIs academic staff is required to participate in professional development before teaching entrepreneurship.

25

See table in appendix A.

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Table 10-5: Compulsory training / coaching for entrepreneurship teachers
Years of experience with entrepreneurship education Less than 4 years of experience

Between 8 and 12 years of experience

Between 4 and less than 8 years of experience

Yes No (n = 184)

20% 80%

6% 94%

20% 80

18% 8%

Looking at how long the institutions have been engaged in entrepreneurship education, HEIs with less than 4 years’ experience in entrepreneurship education are less likely to demand that academic staff engage in training prior to teaching entrepreneurship. Only 6 percent of HEIs with less than 4 years’ experience demand professional development. Again we also see a difference between the EU15 and the EU>15 countries. 16 percent of HEIs in EU15 countries demand professional development before staff can teach entrepreneurship whereas the equivalent figure is 37 percent in the EU>15. The Northern Ireland Centre for Entrepreneurship in Queens University Belfast offers professional development programmes for staff in entrepreneurship education, idea development and business planning. Teaching awards support the efforts and give recognition to staff that venture into entrepreneurship teaching. Staff in engineering, natural science and health science is offered a special course in entrepreneurship awareness, whereas a course in the skills of entrepreneurship is offered both to administrative, academic and research staff. In the School of Entrepreneurship in Aalborg University, Denmark (SEA) they supply continued professional development for university faculty members and for educators in other HEIs in the region. The course is a project course that combines creativity, innovation and entrepreneurship. SEA reports that some faculty members are easily recruited and are interested in entrepreneurship education, whereas others are more difficult to reach. They feel, however, that interest among the general faculty members is growing and is slowly spreading across campus. Faculty members find the participation in entrepreneurship activities fun and report that they are interested in improving the number of different teaching methods that they can apply. “Many faculty members have realised that entrepreneurship represents something that young people find interesting and something they would like to work with later,

More than 12 years of experience 20% 80%

Total

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and this is a motivation in itself for the faculty members. “ Professor and study director Niels Mobjerg Olesen, SEA, University of Aalborg, Denmark. A number of universities across Europe are currently offering international Master’s degrees and PhD programmes in entrepreneurship education and training to meet the demands of HEIs for qualified teaching staff. Two examples of this are the PhD programme in Lisbon, Portugal on Technological Change and Entrepreneurship and the IMEET (International Master in Entrepreneurship Education and Training) Master’s programme in the International Danish Entrepreneurship Academy, Aarhus University Denmark. Both were developed in order to cater for a demand from existing educators to learn more about entrepreneurship and to cater for HEI needs for more qualified entrepreneurship teachers. But also several other universities offer similar degrees in entrepreneurship teaching; many in international environments in collaboration with other HEIs outside as well as inside Europe. At the new Aalto University in Finland, a new national flagship project established to support Finnish competitiveness in the future; they are painfully aware of the need for continued professional development in order to successfully teach entrepreneurship. “International research findings indicate that the problem is that teachers do not believe that they are capable of teaching how to create and see opportunities and how to exploit them. So basically what is needed is to strengthen teacher education.” Professor Paula Kyrö, Helsinki School of Economics, Finland. The International Entrepreneurship Educators Programme (IEEP) was established by the UK network of Science Enterprise Centres, The Ewing Marion Kauffman Foundation, the UK Higher Education Academy, and the UK National Council for Graduate Entrepreneurship in order to supply high-quality professional development for teachers, a professional development that also includes enabling participants to take a leadership role in supporting the development of entrepreneurial capacities and mindsets via engagement right across the university curriculum. The aim of the programme is to create future leaders in the field of entrepreneurship education. See the in-depth case study of national policy in the United Kingdom.26 10.4 Evaluation

The specific survey of HEIs with entrepreneurship education in Europe shows that only 38 percent have formalised procedures of following up on its entrepreneurship goals and strategies. The reason for this may well be closely connected with the lack of external formal recognition and the lack of formal incentives for entrepreneurship education. When
26

follow-up is often disregarded in a busy everyday schedule.there is no external push to follow up with formalised procedures. the more likely it is to have formalised procedures for following up on entrepreneurship strategies and goals. of HEIs with less than 4 years’ experience in entrepreneurship education. 76 percent have no formal evaluation procedures for following up on entrepreneurship goals and strategies.
More than 12 years of experience 48% 52%
Total
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. 10. 91 percent and 93 percent of independent business schools and multidisciplinary HEIs with a business school respectively evaluate entrepreneurship courses. Thus. where as specialised HEIs and multidisciplinary HEIs without business schools evaluate entrepreneurship courses in 88 percent and 78 percent of the cases.5 User-driven improvement
Even though entrepreneurship goals and strategies are not closely evaluated and followed. whereas 52 percent have no formal procedures among HEIs with more than 12 years’ experience in entrepreneurship education. Variation between types of HEIs is not remarkable.
Table 10-6: : Formalised evaluation procedures for following up on entrepreneurship goals and strategies
Years of experience with entrepreneurship education Less than 4 years of experience
Between 8 and 12 years of experience
Between 4 and less than 8 years of experience
Yes No (n=184)
38% 62%
24% 76%
24% 76%
40% 60%
Breaking the data down into years of experience with entrepreneurship education shows that the longer an HEI has been involved in entrepreneurship activities. the direct courses in entrepreneurship generally are. Thus 89 percent of the respondents in the e-survey state that their students evaluated their entrepreneurship courses in the previous academic year.

another entirely different matter is the measurement of medium and
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Independent business school 43% 36% 36%
Multidic. business school
Specialised HEI
Total
. by measuring how the end-users (employers. by measuring the effect among the students themselves (i. business school
Specialised HEI
Total
Independent business school 93% 7%
Multidic. HEI incl. HEI incl.) Yes.e. HEI without business school
Yes. However.) evaluate the students with regards to their entrepreneurial skills and mindsets No
50%
58%
53%
39%
22%
24%
19%
39%
37%
36%
39%
44%
One thing is the standard evaluation procedures taking place immediately after a specific course.Table 10-7: Evaluation of entrepreneurship courses
Type of institution Multidic. too. there is no doubt that the overall general awareness of the importance of documentation and evaluation of teaching and learning has put its mark on the entrepreneurship area. have the students gained the expected entrepreneurial skills. investors etc. HEI without business school
Yes No
89% 11%
88% 12%
91% 9%
78% 22%
Years of experience with entrepreneurship education seems not to correlate with whether or not the HEI evaluates its entrepreneurship courses.
Table 10-8: Evaluation procedures for evaluating medium/ long term effect
Type of institution Multidic. mindsets etc.

Only 25 percent of special technical HEIs have no formalised medium/long-term monitoring. Alumni feedback. Specialised technical HEIs put most focus on measuring medium/long-term experience. The number of years engaged in entrepreneurship education also seems to influence the degree of monitoring medium/long-term effect. Sweden uses not only a summative evaluation approach like most of the other HEI. They apply the logbook approach during all entrepreneurship courses.
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. The University of Lund.long-term effect of entrepreneurship courses on students. They have supplemented the traditional ex-post evaluation with a formative evaluation procedure. where students are requested to become very conscious about the process of starting up a company through continuous documentation and reflection in a logbook. At the Northern Ireland Centre for Entrepreneurship alumni feedback is applied in the general design of courses and there are informal feedback e-mail structures where students may offer their point of view on a weekly basis. then the specialised HEIs and the independent business schools are a little more likely to measure the effect with the end-user. As shown in the table. however. whereas the multidisciplinary institutions are more likely to measure the effect among the students themselves. whereas 69 percent of HEIS with more than 12 years’ experience monitor medium/long-term effect. whereas 50 percent answer that they measure the effect among the students. 22 percent also measure how the end-users evaluate the students with regard to their entrepreneurial skills and mindsets as part of their evaluation procedure. Looking at the division on types of institutions it seems that if a HEI evaluates the medium/long term effects.
27
See table in Appendix A.27 The case interviews support the notion that evaluation is seen as an important element and most HEIs interviewed in the in-depth cases state that all courses are evaluated as part of the general evaluation procedures of the institution. Thus 53 percent of HEIs with less than 4 years’ experience in entrepreneurship education monitor medium/long-term effect. above 37 percent of the HEIs in the specific survey do not attempt to measure this at all. seems rare but there are examples.

.

First of all. Is dedicated funding available for the entrepreneurship education activities. the size of funding will of course determine the scope of the entrepreneurship education activities in the institutions. the assumption is that entrepreneurship education will most likely increase if dedicated funding is allocated and especially so if the funding is long-term as opposed to more short term or project-based funding. the chapter also outlines the budget allocation of the entrepreneurship activities. The dimension resources elaborates on how entrepreneurship education is supported in the HEI from a financial point of view. or whether it also comes from other sources. The generated income could for instance come from supplying advisory services to local entrepreneurs or businesses or from admission fees for workshops. Secondly. developing courses. making entrepreneurship education a permanent element in the HEIs will be more likely to happen if either the entrepreneurship activities can generate an income of its own and/or attract external funding to the HEI. dedicated funding is necessary. The first focus within the dimension resources is Income generation from entrepreneurship activities. RESOURCES
11.11. Entrepreneurship educational activities .require dedicated resources.
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. and what type of funding is it? Finally. Furthermore.whether these are appointing professors. if not crucial. establishing an entrepreneurship centre or arranging extracurricular activities for the students . This is explored to find out whether the HEIs take the opportunity to use the knowledge-base on entrepreneurship to generate an additional income for the centre or for the HEI in general. The type and source of funding section for the entrepreneurship activities outlines whether entrepreneurship activities are mainly state-funded as part of the general funding for the HEI.1 Introduction To be able to establish entrepreneurship education as a part of a HEI.

How was your institution’s entrepreneurship activities primarily funded previous academic year? 2. In figure 11.1 the difference between the reported framework conditions related to resources for top-10 institutions is compared with the bottom-10 and the average is illustrated. What percentage of the total entrepreneurship budget was allocated from internal funds versus received through external funding in the previous academic year?
11.The dimension resources includes the following elements:
• • •
Income generation from entrepreneurship activities Types and sources of funding Budget allocation
The questions asked for each of the elements can be seen in the box below:
Box 11-1: Overview of the questions in the Resources dimension Income generation from entrepreneurship activities 1. In the previous academic year. What was the (approximate) size of the overall budget at your entire institution reserved for entrepreneurship activities (in curricular and extracurricular) in the previous academic year? 3. What is the primary source of external funding for entrepreneurship activities at your institution? Budget allocation 1.2
Main conclusions
In this chapter the funding supporting the entrepreneurship activities in the European HEIs has been examined. What types of income generating activities related to entrepreneurship does your institution have? Types and sources of funding 1. did your institution support its entrepreneurship goals with dedicated funding? 2.
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.

which on average constitutes 56 percent of the funding. more than one third of the institutions base their entrepreneurship activities on short-term funding. two thirds of the institutions support their entrepreneurship goals with dedicated funding. but most institutions have less than EUR 50 per student dedicated to entrepreneurship activities.1
Income generating activities
Almost half of the institutions generate income from admission fees from seminars and workshops. and 40 percent offer advisory services.Figure 11-1: Resources
Budget allocation
100
80
60
Top10
40
Bottom10
20
Average all
0
Type of funding
Income generation
11. Generally speaking. The size of this funding varies. while only two of the bottom-10 institutions do. 11. while on average 44 percent of the funding comes from external sources. the more sustainable the entrepreneurship education.2 Budget allocation
Turning to budget allocation it is very interesting to see the difference between the top and the bottom as indicated in figure 10-1. 11. while only one in every 10 is
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. Generally speaking the primary source of funding is internal.2. The most striking result is the difference between top and bottom in relation to income generating activities related to entrepreneurship.2.3 Type and sources of funding
The sustainability of entrepreneurship education is closely related to the type and sources of funding – the more long-term the funding. All of the top-10 institutions engage in income-generating activities. Although several institutions have income-generating activities. not even the best performing institutions have entrepreneurship education that is completely selfsustained – internal resources are needed in most cases.2. while only one of the bottom-10 institutions does so. Generally. Almost 25 percent indicate that the institution does not have any extra income-generating activities. Seven of the top-10 institutions support their entrepreneurship goals with dedicated funding.

able to rely on long-term funding (5+ years). less funding is available per student.2. 11. Here it seems that even the bestperforming institutions are struggling – the majority of the top-10 institutions rely on medium-term funding.2. the study shows that more than two thirds of the institutions indicate that government funding is the primary source of external funding. Finally. Furthermore. while only one single institution has long-term funding. Thus. but it might also make them more vulnerable to changes in donor interest. This might of course indicate that they are better at securing financing from alumni or from business for example. the median is EUR16 per student in the EU>15 countries and EUR27 per student in the EU-15 countries. Fewer institutions in the EU>15-countries support their entrepreneurship goals with dedicated funding than is the case of institutions in the EU15 countries.6 Development over time
The analysis of the data shows that in the matter of funding.
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.5 Regional differences
On the dimension resources the difference between EU-15 and EU>15 is particularly evident. the more income-generating activities it has.4 Types of institutions
The analysis in this chapter shows that independent business schools and multidisciplinary HEIs with a business school generally tend to have incomegenerating activities. And finally. In comparison the results show that the majority of the bottom-10 institutions primarily rely on short-term funding. If the institution can generate an income from its entrepreneurial activities. the more dedicated funding and internal funding. it is significant how long the HEI has been involved in entrepreneurship education. Entrepreneurship education activities in EU>15 countries are to a much larger extent than in EU-15 countries dependent upon short-term funding. 11.2. it is interesting that there is no difference between EU-15 and EU>15countries in the composition of the funding on internal and external ratio. 11. However. This is interesting especially considering the influence which income-generation is assumed to have on the sustainability of entrepreneurship education. it is more likely that the activities will be sustained than if the entrepreneurship activities need a continuous stream of resources to uphold them. generally speaking. it seems that the longer experience with entrepreneurship activities within the institution. The more years of experience of institution.

workshops etc.
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.3
Income-generating activities
Turning attention to the type and number of income-generating activities. the survey unveils a wide variation among the institutions.” and “advisory services” are the two categories that most institutions state as income-generating activities related to entrepreneurship.
Figure 11-2: Income generating activities related to entrepreneurship
What types of income generating activities related to entrepreneurship (excluding the actual incurricular education for students) does your institution have?
(% of HEIs ) * N = 196 50% 45% 40% 35% 30% % of HEIs 25% 46% 20% 15% 26% 10% 5% 0% Fees to attend seminars. “publication revenues” and “donations from alumni” are also important income-generating activities.11. whereas multidisciplinary HEIs without a business school and specialised HEIs tend to have less income-generating activities. “Other donations”. workshops etc. As figure 11-2 illustrates “fees to attend seminars. Advisory services Other donations My institution does not have any income generating activities Publication revenues Donations from alumni Other income generating activities 24% 17% 14% 16% 40%
The other types of income-generating activities mentioned are mainly projects and research in corporation with for instance companies. research councils and public institutions as for instance the European Commission etc. Distinguishing between types of institutions it can be seen that it is mainly independent business schools and multidisciplinary HEIs including a business school department which have incomegenerating activities.

workshops etc. Income-generating activities
Type of institution
Total Advisory services Fees to attend seminars. it is first of all relevant to explore whether the entrepreneurship goals have been endorsed by dedicated funding. 11. Donations from alumni Other donations Publication revenues My institution does not have any income generating activities Other income generating activities 40% 46% 14% 26% 17% 24%
30% 27% 15% 21% 9% 39%
45% 53% 14% 30% 23% 19%
33% 39% 17% 22% 0% 44%
16%
15%
19%
17%
This might be attributed to the more commercial attitude towards running a HEI that can traditionally be found in business schools. Furthermore it is interesting to note that relatively fewer institutions in the EU-15 countries have income-generating activities than in the EU>15 countries. the more kinds of different income-generating activities it has. business school
Specialised HEI
.4 Budget allocation
To explore how budgets for entrepreneurship education are allocated. The reason might be that HEIs in the new EU-countries try to compensate for the lack of resources available for entrepreneurship education by attempting to generate income. HEI incl. Another relevant observation is that there is a significant difference in relation to the duration of the entrepreneurship education within the HEI.Table 11-1. The longer experience an institution has with entrepreneurship education.
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Independent business school 43% 57% 21% 14% 21% 21% 14%
Multidic. HEI without business school
Multidic.

Furthermore. On average a HEI has reserved EUR 483.119. supporting the entrepreneurship goals with dedicated funding seems to be more widespread in EU-15 countries than in the EU>15 countries. figure below.000 euros respectively. but this figure ranges from EUR 0 to EUR 4.000. As expected.99028. HEI without business school
Multidic. HEI incl.000.Table 11-2: Support of entrepreneurship goals with dedicated funding
Type of institution
Total Yes No My institution does not have entrepreneurship goals (n = 194) 62% 27% 11%
66% 31% 3%
64% 25% 11%
56% 22% 22%
From table 11-2 above it can be seen that 62 percent of the HEIs have dedicated funds. the survey displays large variations. To compensate for the varying size of institutions.211 for entrepreneurship activities.
28
Please note that two outliers were excluded having a budget of 12. Furthermore. business school
Specialised HEI
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.
Independent business school 54% 38% 8%
Multidic. the budget size has been related to the total number of students. Institutions have been asked to indicate the approximate size (in Euro) of the budget for entrepreneurship education in the previous academic year. it shows that having funds dedicated to entrepreneurship goals seem to be more common in multidisciplinary institutions than in specialised institutions. cf.000 and 30.

This could indicate that after some years with entrepreneurship education.01-500 Euro/student 500. the dispersion of the cases is quite high.01-100 Euro/student 100. which increases dedicated funding for the activity. Furthermore. In addition. since some intuitions – primarily smaller institutions of all types focused on entrepreneurship – have more than EUR 1000 per student. there is a weak tendency that the amount of EUROS per students increases according to the number years of experience with entrepreneurship.Figure 11-3: : Approximate size of budget reserved for entrepreneurship activities per student. In addition.
Approximate size in Euro of the budget reserved for entrepeneurship activities in the previous academic year per student.
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. independent business schools and specialised HEI generally tend to have more dedicated funding per student than multidisciplinary institutions.01-10 Euro/student 10. as in the question above.619
25% 23%
20% 20% 19%
15% 15%
11% 10% 8%
5%
4%
0% 0-1 Euro/student 1. the course becomes more embedded in the institution.01-1000 Euro/student More than 1000 Euro/student
Almost two thirds of the institutions have less than EUR 50 per student available for entrepreneurship activities. Looking at the distribution among the different types of institutions.01-50 Euro/student 50. there are regional differences with institutions from the EU>15-countries having remarkably less funding per student than institutions in the EU-15 countries.
N=123 * Mean: €340 * Median: €25 * Min/maks:€0 / €20.

lack of funding is mentioned as the most important obstacle to development. HEI without business school
Technical as part of multidisciplinary HEI
Multidic. the Johannes Kepler University Linz. Thus University of Cambridge. Another example from the cases is the School of Entrepreneurship in Aalborg University. which of course restricts the use of valuable external experts. although the lastmentioned institution states that “at a university level the budget for entrepreneurship education is peanuts”(HEC Management School of the University of Liege. Austria. growth and continuation of entrepreneurship education by several of the interviewees in the in-depth cases. One way to overcome the lack of resources needed to develop entrepreneurship education is to seek external funding. Denmark. all mention lack of funding as one of the main obstacles to the growth and development of entrepreneurship education.median (N=130)
26
16
107
148
27
16
27
10
21
64
19
27
The in-depth case studies illustrate the importance of the size of funding. The institutions have been asked to indicate the ratio of internal to external funding in their entrepreneurship education budgets. the Bucharest Academy of Economic Studies. Belgium. Belgium). This makes it difficult to obtain funding for the extracurricular activities within the university budget. which sees it as a major hindrance that central resources are administered by the universities in such a way that entrepreneurship education does not obtain additional resources. and HEC Management School of the University of Liege. business school
Specialised technical institutions 145
Independent business school
Size of budget (EUR) 25 per student . The teaching methods are costly.
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Non-technical institutions
Specialised HEI
EU>15
EU15
. For instance. Furthermore. Romania mentions lack of dedicated funding as the most important obstacle for further development of entrepreneurship education. UK. HEI incl. and the faculty is not able to pay guest lecturers. For the same reason is it difficult to embed entrepreneurship education in other faculties of the university.Table 11-3: Size of budget (EUR) per student
Total Type of institution EU15 or EU>15 Years of experience with entrepreneurship education Between 4 and less than 8 years of experience Less than 4 years of experience More than 12 years of experience Between 8 and 12 years of experience Technical
Multidic.

0% 25. but supplemented with external funding All funding is INTERNAL
The institutions were asked to estimate which share of their entrepreneurship budget comes from external funding versus internal funding.9% 30.0%
0. the larger percentage of the funding comes from internal funding. but supplemented with internal funding The funding comes from 50% INTERNAL sources and 50% EXTERNAL sources More than half of the funding are INTERNAL. the ratio is 56 percent internal funding and 44 percent external funding. in 11.0%
18. Furthermore.5% 11.5 percent get half of their funding from internal sources and half of the funding from external sources.
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.0% 25.Table 11-4: The use of external versus internal sources of funding
What percentage of the total entrepreneurship budget was allocated from internal funds versus received through external funding in the previous academic year? (% of HEIs) N=152 * Mean = 56% INTERNAL and 44% EKSTERNAL funding 35.0%
% of HEIs
20. entrepreneurship education in nontechnical institutions – as opposed to specialised technical institutions and especially technical institutions as a part of a multidisciplinary institution – tends to be based on internal funding.0% All funding comes from EXTERNAL sources More than half of the funding comes from EXTERNAL sources. Interesting differences can be observed in relation to the years of experience with entrepreneurship education.0%
10.2%
15.2 percent of the institutions all is external funding. Another interesting finding is that there is no noticeable difference between institutions in new or old EU-countries when it comes to the ratio of internal versus external funding.4% 14.4 percent of the institutions. 14.0%
5.5 the different sources of external funding are examined. On average.0% 30. all funding of entrepreneurship activities is internal. In section 11. It appears from figure 11-4 that in 18. There seems to be a weak tendency that the longer experience with entrepreneurship education.

national funds and from business contacts. SEA has to find resources on an ad-hoc basis from EU-projects. Consequently. However. external funding has played a very active role in the establishment of some of the entrepreneurship activities in Europe. SEA (School of Entrepreneurship in Aalborg University. Scotland. For instance. the CCI financed one halftime position for a specialist in venture capital to the newly established resource centre. Denmark) illustrates how external funding can also be disadvantageous. The importance of external funding to realise the centre is illustrated in other institutions as well. of internal funding (N = 152)
56%
56%
57%
54%
51%
57%
59%
49%
59%
The in-depth case studies are very good examples of the advantages and disadvantages of external funding. SEA has limited possibilities of obtaining internal funding and thus to a large extent they relies on external funding. Furthermore. In Scotland. Thus the Technical University of Munich. as very few donors will
Non-technical institutions 66%
Specialised technical institutions
Technical as part of multidisciplinary HEI
EU>15
EU15
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. which was an important step the process of realising the centre. In practice this means that it is almost impossible to continue a success. Université de Nantes. European Social Funds. As described above. a counterproductive effect of this is that they are continuously forced to think of new activities to obtain new funding. which again made it possible to establish and run the entrepreneurship education. France is one example of how dedicated external support and funding made it possible to establish the Nantes House of Entrepreneurship. the commitment by external partners made it easier to establish and anchor the project throughout the university and at the top management level. However. The positive version of this is that SEA and other institutions relying on external funding. External partners such as the Chamber of Commerce and Industry (CCI) and the regional council supported the establishment and operation of the entrepreneurship centre.Table 11-5: The use of external versus internal sources of funding
Total EU15 EU>15 or Years of experience with entrepreneurship education Between 4 and less than 8 years of experience Less than 4 years of experience More than 12 years of experience Between 8 and 12 years of experience Technical
Pct. need to be very innovative and will in the process secure the collaboration of a broad selection of external partners. the country’s most successful entrepreneur donated five million pounds as an endowment to establish the Hunter Centre of Entrepreneurship at the Strathclyde University. Germany has had a private entrepreneur ensure long-term funding to the university. Thus.

Around 80 percent of the entrepreneurship activities are funded by the institution’s own earnings i. Danube University in Krems. the entrepreneurship education is in 10 percent of the institutions purely funded by external resources. while almost 20 percent of the institutions have their entrepreneurship education funded solely from internal resources. fees coming from the students participating in the programmes.offer funding for something that already exists.e. The in-depth case studies also provide examples of how funding generated from activities can be used to encourage innovation.
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. Austria. but most institutions have less than EUR50 per student dedicated to entrepreneurship activities. where one private entrepreneur has ensured long-term funding to the university and made a stable development possible. this section shows that most institutions support their entrepreneurship goals with dedicated funding. Sweden. This is very well illustrated by for instance The Stockholm School of Entrepreneurship. is a private institution. The average ratio of internal versus external funding is 56/44 percent However. In summary.5 Type and sources of funding
One of the dilemmas in planning and developing entrepreneurship education is the time perspective of the funding. Thus established successes are continuously put on hold because of lack of funding. Long-term funding gives – all other things being equal – a basis for a much more stable and planned development. According to the institution. this income profile primarily based on the students’ demands and provides a strong incentive to act entrepreneurially and innovatively. The size of this funding varies. 11.

mediumterm and long-term funding 34%
Primarily short-term/project funding (1-2 years) 37%
Primarily long-term funding (5+ years) 11%
Primarily medium-term funding (3-5 years) 18%
It appears from the above figure that more than one third of the institutions indicate that their entrepreneurship activities have primarily been funded by short term/project funding. Here 62 percent of institutions in the EU>15 countries state that their entrepreneurship education was primarily funded by shortterm funding. This is even more pronounced if we compare the EU>15 countries with the EU-15 countries.Figure 11-4: Types and source of funding
How were your institution's total entrepreneurship activities (both in-curricula and extracurricula) primarily funded in the previous academic year? (% of HEIs) (N=178)
Mix of short-term.
Table 11-6: Time perspective in funding
Total EU15 or EU>15 EU>15 62% 17% 0% 21%
Primarily short-term/project funding (1-2 years) Primarily medium-term funding (3-5 years) Primarily long-term funding (5+ years) Mix of the above (n=178)
37% 18% 11% 34%
32% 18% 13% 37%
EU15
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. whereas this was only the case in 32 percent of the institutions in the EU-15 countries.

Although they have managed to implement many new initiatives and provided funding for them. the institution assess that the basic funding for more than five years is the minimum to really get off the ground. in one of the cases a paradoxical consequence of the funding from the European Union has been illustrated. Especially for entrepreneurship teaching the problem is that it does not really show any results until after some time. they argued that the system of short-term project-based funding made the department vulnerable At Stockholm School of Entrepreneurship. while in the EU>15-countries HEIs base their activities on funding from the European Commission to a large extent. SEA (School of Entrepreneurship in Aalborg University. please specify: 8% Funding from the European Union 7%
Alumni 4% Foundations 3%
Companies 12%
Government funding (national/regional/local) 67%
Two thirds of the institutions state that government funding is the primary source of funding at their institution. One of the consequences of this was illustrated by the SEA-case. they see the same challenge and find than many initiatives never reach maturity. cf. In today’s global world where students are encouraged to travel and take part of their degree in another country. Denmark) is
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. and with the short-term funding that becomes a problem. above. Thus.The dominance of short-term funding provides a relatively poor basis for long-term development of larger programmes etc. However. In the Hunter Centre of Entrepreneurship at the University of Strathclyde they face the same challenges as described in the SEA-case above. They argued that short-term or project based funding means that it is difficult to continue successful activities.
Figure 11-5: The institutions’ primary sources of external funding
What is the primary source of external funding for entrepreneurship activities at your institution?
(% of HEIs) N=180 Other. They argue that the source of funding is not as important as the timeperspective. and where universities are encouraged to open up courses and diplomas to foreign students. Sweden. This is primarily the case in the EU-15.countries.

which have just started their entrepreneurship education activities.
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. Another interesting finding is that HEIs.forced to turn away foreign student wishing to participate in entrepreneurship activities. that private companies may have a decisive role in assisting institutions to start entrepreneurship activities – and. Britain. Thus SEA end up saying “no” to entrepreneurial foreign students who could have the potential to develop their business idea – and perhaps create a business in Denmark. funds might also to a larger extent be provided internally. are more prone to extract their funding from private companies (35 percent) than HEIs with a longer experience with entrepreneurship education (8-13 percent). The reason is that foreign students are in Denmark on Erasmus scholarships. Another interpretation is that the “new” entrepreneurship institutions learn from the older ones that external funding may serve as a good supplement to government funding.
Table 11-7: The institutions’ primary sources of external funding
Total Years of experience with entrepreneurship education Between 4 and less than 8 years of experience Less than 4 years of experience More than 12 years of experience 6% 62% 13% 2% 8% 10% Between 8 and 12 years of experience 6% 76% 8% 3% 2% 5%
Funding from the European Union Government funding (national/regional/local) Companies Foundations Alumni Other: (n=180)
7% 67% 12% 3% 4% 8%
6% 53% 35% 6% 0% 0%
10% 62% 10% 2% 2% 14%
This indicates. which many SEA activities are. This may for instance be due to government policies in this area such as the Regional University Enterprise Networks constituted by The National Council for Graduate Entrepreneurship. that when the relevance of entrepreneurship education reveals itself inside the HEI. One interpretation is that the private companies show interest in supporting entrepreneurship education. perhaps. as was illustrated by the case of Université de Nantes. but this potential cannot be fostered due to the current regulations. and when they are supported by the European Commission. they are not allowed to participate in other activities supported by other European Commission funds.

.

The findings indicate that a little less than half of the higher-education institutions in Europe are engaged in entrepreneurship education. Figure 12-1 presents the results from the specific survey. During the survey the consortium has visited a range of good-practice institutions and seen a wide range of innovative and experimental approaches to entrepreneurship education. 12.12. In the majority of the interviews it was indicated that there have been and still are a lot of obstacles for entrepreneurship education that the institutions needed and still need to overcome.1 The three main barriers to entrepreneurship education
In the specific survey we asked the higher-education institutions engaged in entrepreneurship education to point out what they see as the three main barriers to entrepreneurship education. BARRIERS TO ENTREPRENEURSHIP EDUCATION
This survey has shown that the field of entrepreneurship education in Europe is developing. have not just evolved over night.
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. This chapter will take a closer look at these obstacles. however. These approaches.

Actually.
•
It is encouraging to see that very few of the institutions engaged in entrepreneurship education feel that there is no support from the top management. 34 percent of the institutions point to this as one of three barriers That the current level of educator competence is inadequate to undertake entrepreneurship education.Figure 12-1: Barriers to entrepreneurship education
The EE depends on the efforts of a single person/a few people Academic staff do not have enough time to engage in EE Current level of educator competence is inadequate No funding available to support the EE Some of the academic staff oppose the introduction of EE The EE lacks strategic integration at my institution No support for EE from the government There is a lack of good-quality EE materials There is no academic credibility in EE At my institution no recognition is given for excellence in EE No demand for EE from the students No support from the top management at my institution Other 0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
Share of institutions
As figure 12-1 illustrate the three main barriers to entrepreneurship education are: That entrepreneurship education often depends on a single person or a few people. a whole range of obstacles were mentioned in the interviews conducted with good-practice institutions.
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. 40 percent of the institutions see this as one of three main barriers
•
That the academic staff does not have enough time to engage in entrepreneurship education. it is important to keep in mind that the institutions were only asked to mention the three main obstacles. Closely related to these issues is the fact that few institutions recognize excellence in entrepreneurship education. However. but we cannot conclude that they do not exist. 30 percent of the institutions see this as one of their three main barriers. The low ranking of additional obstacles should be seen in comparison to the list of obstacles mentioned – they are not as important as some of the others.

results in one very counterproductive effect on entrepreneurship education. There is a need for higher salaries for professors and teachers to attract the best people to a field that does not constitute a traditional. So there is a natural barrier related to the amount of resources that the university is able to direct to the undertaking of entrepreneurship education. and also to attract people from business. How central resources from government are administered to higher-education institutions and how they are rewarded constitutes an obstacle. The higher-education institutions often have to rely on external funding to support their entrepreneurship education.2
•
In multidisciplinary institutions that have a number of faculties with their own systems and procedures. However. The problem is that entrepreneurship teaching does not really show any results before some time has elapsed. Entrepreneurship in general and especially action learning programmes based on real life business ventures are still considered a young fields of activity and not yet fully accepted everywhere as disciplines. academic career.2.1
•
Resources
The level and scope of entrepreneurship education is closely linked to the amount of resources available for entrepreneurship education. as very few funds will offer funding to something that already exists. Thus established successes are continuously put on hold because of lack of funding. initiatives to implement etc. people with relevant experience.2
Obstacles identified in the interviews with good-practice institutions
Three particular dimensions in the framework model stand out when it comes to identifying barriers for entrepreneurship education: Resources. credits etc. The risk is that the entrepreneurship champions have to contact all of the faculties
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. to obtain new funding – you can never continue a success. The institutions continuously have to think of new projects to undertake. barriers may emerge in relation to curriculum. it is very difficult to obtain funding for the incurricular as well as extracurricular activities within the institutions’ budgets.term funding.2. As long as entrepreneurship education does not require additional resources. Institutional Infrastructure and Development: 12. Again.12. Institutional infrastructure
•
•
•
•
•
12. This may hamper efforts to obtain funding. the nature of external funding sources such as government and EU-funding.term funding that becomes a problem. The project orientation often applied in entrepreneurship education means that many initiatives do not reach maturity. long. this emphasises that developing entrepreneurship education requires a strategic dedication as well as resources backing it up. and it is important to move away from short-term project funding to a more dedicated. and with the short.

also the professors. The understanding might be easier to find for entrepreneurship education in the traditional sense whereas entrepreneurship education in technical or other specialised areas can be harder to get across. The pedagogic principles guiding the teaching of entrepreneurship where the students are urged to take responsibility of their own learning is different from the way teaching is traditionally done in academic institutions. The traditional and wellestablished academic activities in the field of business administration still make life easier for academic staff in terms of promotion and recognition. the academic merits outweigh the business experience. they are not able to offer their staff the opportunity to develop their entrepreneurship skills and attitudes through training.individually and. into consideration. Furthermore.
•
During the interviews. But many higher-education institutions have very few resources for professional development of faculties. and that it is a challenge to motivate management and make them understand the approach. teachers both need new skills and confidence in entrepreneurship teaching. Entrepreneurship education is often dependent on very dedicated faculty staff willing to do more than is expected. study plans etc. which may form the basis for promotion. strategic level a number of obstacles were also mentioned during the interviews:
•
The strategic barriers for entrepreneurship education are mainly that support is needed from top management and from outside stakeholders. Thus. in some cases. This makes it difficult to attract the appropriate skills and competences into the entrepreneurship education. it seems that the definition and understanding of an entrepreneur in the traditional sense. a number of the multidisciplinary institutions pointed to the fact that not all departments were convinced that it was a good idea to engage in entrepreneurship education as they were afraid that the institution would be too commercial and that it would loose academic values. to get permission for the students to participate in entrepreneurship courses and also to get credit for the courses. Moreover. The programme has to take the individual characteristics of the faculties.e. infrastructures.3
•
In entrepreneurship education it is important to get lecturers with entrepreneurship or business experience. the differences in study programmes. as somebody who establishes a business venture and op-
•
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. Especially many of the teaching methods used in entrepreneurship education as action learning activities do not give academic credits. Development
12.2. Therefore.
•
•
On a more overall. departments etc. i. renders spreading a generic entrepreneurship programme across an entire institution virtually impossible. but when having to choose between an applicant with academic merits and an applicant with business experience.

•
Finally.
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. entrepreneurship is a field that has to fight for its reputation. is . The lack of academic credibility surrounding entrepreneurship can also make it difficult for entrepreneurship education to be accepted in faculties and especially non-business faculties.in many cases the most common understanding among many academics.erates it for a lifetime.although basic and simple . because it is not considered as a part of what academics are supposed to do. This understanding might however in some cases result in a reluctance to engage in entrepreneurship education.

.........................................................................................................86 Box 6-1: Overview of the questions in the Strategy dimension ...........................................92 Figure 6-2: The value system of the ISM University of Management and Economics................................................................................80 Box 5-2: Identifying the top-10 institutions based on the overall score in the framework conditions index instead of the overall score in the performance index .....................................................100 Figure 7-1: Institutional infrastructure .............................................................................................77 Figure 5-2: Average position of the top-3 institutions in each of the countries..................85 Figure 5-7: Comparing the overall score on the six dimensions of framework conditions for the top 10 against bottom 10 and average......................70 Figure 4-5: Comparison of three groups of institutions according to size of institution.............................61 Figure 4-1: The prevalence of entrepreneurship education across higher-education institutions in Europe..............78 Figure 5-3: The framework conditions index .................... FIGURES and TABLES Boxes
Box 5-1: Sensitivity analysis of the country ranking..................................................................148 Box 10-1: Overview of the questions in the Development dimension.......................68 Figure 4-3: The prevalence of entrepreneurship education across two regions in Europe ......166 Box 11-1: Overview of the questions in the Resources dimension .............108 Box 8-1: Overview of the questions in the Teaching and Learning dimension ..................82 Figure 5-5: Ranking of countries based on top-3 institutions in each country − framework conditions.............................................................................................................................................83 Figure 5-6: Correlation between the countries’ top-3 institutions on performance vis-à-vis framework conditions........60 Figure 3-4: Performance and framework condition indices ................................................................................................................46 Figure 3-3: The scope of the survey ........................................................................................................................................................................................................................................67 Figure 4-2: The prevalence of entrepreneurship education across types of highereducation institutions in Europe .......71 Figure 5-1: The make of the performance index..................................................................................................LIST OF BOXES...69 Figure 4-4: Comparison of three groups of institutions according to type of institution..................................44 Figure 3-2: Six dimensions of entrepreneurship education.......................................................81 Figure 5-4: The correlation between performance and framework conditions ....92 Box 7-1: Overview of the questions in the Institutional Infrastructure dimension ..............................................126 Box 9-1: Overview of the questions in the Outreach dimension ...........................................86 Figure 6-1: Strategy .108
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..................184
Figures
Figure 3-1: An integrated approach to entrepreneurship education ........................

........................172 Table 10-3: The use of guest lecturers / practitioners with practical experience as entrepreneurs in entrepreneurship education ............................................................................151 Table 9-2: Involving the alumni in entrepreneurship activities ..............................................................................................................................169 Table 10-2: Academic staff members required to have actual entrepreneurship experience ................................141 Table 8-11: Use of teaching methods in entrepreneurship education....................................................................................................................................................................152 Table 9-3: Links to stakeholders as a result of or to improve entrepreneurship activities....................160 Table 9-9: HEI involvement in the community.....................................................118 Table 7-4: Objective of the HEIs research on entrepreneurship education.........140 Table 8-10: Extracurricular activities in different types of institutions .135 Table 8-7: Percent of institutions offering different levels of degree programmes in the previous academic year.............................................................................................................................................................................................Table 7-1: Entrepreneurship centres.........................................................................................132 Table 8-4: Percentage of multidisciplinary institutions where the subject in question offers entrepreneurship courses...................................... Percent answering often (1).136 Table 8-8: Percent of institutions internal development and exchange of curriculum and teaching methods................................................................................................................................131 Table 8-3: Percent of courses integrated across curriculum or taught only in specialised courses/modules.. sometimes (2)... .................................121 Table 8-1: Number of incurricular entrepreneurship courses/modules institutions offered to undergraduate/graduate/postgraduate students (year previous to the survey) .........135 Table 8-6: Percent of institutions offering one or more degree programmes in entrepreneurship (irrespective of study level) in the previous academic year ......161 Table 10-1: Academic staff members involved in entrepreneurship activities...............................................................143 Table 9-1: Tracking the alumni.......... average share of courses ABOUT and FOR/IN entrepreneurship for graduates............ Distributed on the type of institutions...........................................................g .............................................................................................................................................................................................................................................................117 Table 7-3: Number of entrepreneurship chairs/professorships tenured and nontenured in the previous academic year ...........................................................................................................................133 Table 8-5: Percent of institutions offering one or more degree programmes in entrepreneurship (irrespective of study level) in the previous academic year .....155 Table 9-5: Institutions where the following stakeholders make an actual contribution to the institution’s entrepreneurship activities ..........................................156 Table 9-6: Opportunities for external entrepreneurship activities for entrepreneurship students......174
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.............................................................157 Table 9-7: Percentage of all students graduating with actual practical entrepreneurship experience from activities offered by the HEI e..................159 Table 9-8: HEI knowledge transfer to society .............................153 Table 9-4: Institutions where the following stakeholders makes an actual contribution to the institution’s entrepreneurship activities ...........130 Table 8-2 Category of entrepreneurship education...................... rarely (3) or never (4) ....................................................114 Table 7-2: Technology-transfer offices ..........138 Table 8-9: Extracurricular activities...................................................